Assessor

know who the learners are as people, identify the context they are working in, also any access or requirements they may have to ensure this is an accessible and inclusive opportunity.  

know the context of the organisations that the learners work in/ for. 

know the local demographics of their organisation’s learners. 

know how local demographics affect the teaching and learning offer. 

know the importance of and benefits of being equitable when engaging as well and being accessible and approachable. 

know the learners’ expectations and aspirations within the teaching and learning environment. 

know how to build social support and inclusion within the teaching and learning environment. 

know how to obtain feedback to support learner retention. 

know the different methods to engage with learners. 

know the behaviour management strategies to support ongoing learner engagement. 

know learning and assessment theories to support personalised learning. 

know the different types of conflict and how to manage them. 

know the different methods to build rapport in order to maximise the learner experience. 

know how to promote the safe and enjoyable use of the teaching and learning environment. 

know the importance of being accessible and approachable to learners. 

know the typical learner journey in the teaching and learning environment. 

know how to present themselves in a professional and approachable manner in line with organisational standards. 

know the importance of learner retention and how to influence this. 

know different communication techniques and how to use and adapt them: 

observation/non-verbal techniques/body language 

open/closed questioning 

active listening. 

know how to adapt communication methods to meet the needs of learners from differing backgrounds, cultures, sport/activity experience, impairments/disabilities. 

know the different methods to obtain learner feedback and channels of recording and reporting in line with organisational procedures. 

know the feedback cycle. 

demonstrate learner engagement at different stages of the assessment process, for example: 

pre 

during 

post. 

implement behaviour management strategies to support ongoing participant engagement. 

apply learning theories to support personalised learning. 

develop rapport with learners in a friendly and approachable manner; demonstrating that equality and diversity are present. 

demonstrate a professional demeanour, for example: 

personal attributes 

positive first impressions. 

know the assessment principles and strategies used with individuals and groups and the rationale for them. 

know the objectives and benefits of assessment for learners and organisations. 

know the different environments for assessment in relation to different learner and organisational needs. 

know how to ensure learning is inclusive and promotes engagement through inclusion and equality. 

know the assessment and development cycle. 

know the role and importance of each phase of the assessment and development cycle and how they are used to enhance the learning experience. 

know how individuals can be assessed. 

know the different theories of assessment in relation to own practice and content. 

know the needs of learners in relation to assessment and development. 

know how to evaluate the needs of different types of learners. 

know the advantages and disadvantages of adapting assessment activities to meet needs and preferences of learners. 

know the importance of engaging learners in planning, managing and reviewing their own learning. 

know the importance of adapting assessments to ensure equality and fair treatment of learners and to support learners that require additional support. 

know the dispensation that might be needed to support the learner to learn effectively. 

know the roles and responsibilities of the assessor. 

know own roles and responsibilities in relation to assessment and development. 

know the points of referral to meet the potential needs of learners. 

know the assessor’s role in quality improvement of teaching, learning and development. 

know the legislative and organisational requirements and benefits in relation to assessment. 

know the learner rights in relation to equality, diversity and inclusion. 

know what the assessor’s responsibility for safety and security of learners from an organisational perspective. 

evaluate assessing and development principles and strategies used with individual learners and learners in groups. 

evaluate the objectives and benefits of assessing and development for learners and organisations. 

critically evaluate different environments for assessing and development in relation to different learner and organisational needs. 

evaluate why assessing and development programmes and activities must be managed to meet learner needs. 

evaluate the role and importance of each phase of the assessing and development cycle. 

analyse how different phases of the teaching, learning and development cycle are used to enhance the learner experience. 

evaluate different theories of assessing in relation to own practice and context. 

evaluate the needs of different types of learners. 

evaluate the advantages and disadvantages of adapting assessing and development activities to meet the needs and preferences of learners. 

know the advantages and disadvantages of a range of assessment methods. 

know the individual learner needs and the assessment methods that can be used to support them. 

know the different adaptions learners may use to complete standard assessments. 

know how to assess alternative formats e.g., video, audio. 

know the relevant industry policies, procedures and legislation relating to the assessment of skills, knowledge and understanding, including those for health, safety and welfare. 

know key legal and regulatory requirements e.g. equality act, health and safety at work act, safeguarding and safe supervision of children and vulnerable adults, and data protection. 

know the regulations and requirements relevant to the assessment in own area of practice. 

know an organisation’s policies and procedures e.g. risk assessments, safeguarding, equality and diversity, data protection, accident reporting. 

know the relevant industry policies, procedures and legislation relating to the assessment of skills, knowledge and understanding, including those for health, safety and welfare. 

know key legal and regulatory requirements e.g. equality act, health and safety at work act, safeguarding and safe supervision of children and vulnerable adults, and data protection. 

know the regulations and requirements relevant to the assessment in own area of practice. 

know an organisation’s policies and procedures e.g. risk assessments, safeguarding, equality and diversity, data protection, accident reporting. 

know the key factors to consider when planning assessment in authentic environments. 

know the benefits of using a holistic approach to assessment. 

know how to plan a holistic approach to assessment. 

know how to minimise risks through the planning process. 

know the importance of involving the learner and others in the assessment process. 

know the types of information that should be made available to learners and others involved in the assessment process. 

know how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 

know how assessment arrangements can be adapted to meet the needs of individual learners. 

plan assessment of occupational competence based on the following methods: 

observation of performance in the work environment 

examining products of work 

questioning the learner 

discussing with the learner 

use of others (witness testimony) 

looking at learner statements 

recognising prior learning. 

communicate the purpose, requirements and processes of assessing occupational competence to the learner. 

plan the assessment of occupational competence to address learner needs and current achievements. 

identify opportunities for holistic assessment. 

select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements in an authentic environment, including: 

assessments of the learner in simulated environments 

skills tests 

oral and written questions 

assignments 

projects 

case studies 

recognising prior learning 

requirements for assessment adaptions where required, for example: 

BSL 

Makaton 

prepare resources and conditions for the assessment of vocational skills, knowledge and understanding. 

know how to conduct yourself before, during and after an assessment takes place. 

know the importance of the readiness for the assessment to be undertaken, for example assessment material. 

know how to collect the right evidence for the assessment taking place, for example: 

learner records 

observations. 

know how to record assessment evidence using the appropriate method, for example 

written 

video recording 

still images 

observational field notes (processes of evidence related to any practicals or working with those possessing disabilities). 

know whether evidence is: 

sufficient 

authentic 

current 

valid. 

know how to ensure that assessment decisions are: 

made against specified criteria 

valid 

reliable. 

know the correct procedure for dealing with challenges to a judgement or decision in a live practical assessment or in workplace assessment. 

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 

recognising prior learning. 

make assessment decisions of occupational competence against specified criteria. 

manage learner expectations on unsuccessful assessments. 

know different ways to give feedback within an assessment environment. 

know how feedback and questioning contribute to the assessment process. 

know when to provide feedback in a timely manner to the learner. 

know how to obtain feedback to support learner progression. 

know the feedback cycle and how to utilise this. 

know the importance of taking account of the learner feedback and contributing to the feedback on the learner performance. 

how to identify valid sources of feedback from others to aid your review. 

provide feedback to learners in an accessible and appropriate format, for example:  

written 

verbal. 

provide feedback to learners in relation to the assessment outcome. 

provide feedback that identifies any further implications for learning, assessment and progression. 

provide and explain the purpose of different types of feedback to the learner to enable and enhance the learner’s reflection for further improvement on learning and/or assessment. 

know how to appropriately review the assessment conducted: 

resources 

data collection 

information before, during and post assessment. 

know how to support the learner to develop actions based on the feedback from the assessment. 

know how to support the learner to implement any actions from the assessment. 

know how to review own performance within the assessment. 

know the barriers that will stop the learner from progressing or achieving in assessment. 

know where to signpost learners to the wider support network, for example: careers advice. 

use the feedback from the learner to develop the assessment process. 

know the importance of quality assurance in the assessment process. 

know the quality assurance and standardisation procedures in own area of practice. 

know the procedures to follow when there are disputes concerning assessment in own area of practice. 

know how to work with tutors and internal quality assurers to ensure a smooth transition from classroom/workplace to assessment. 

know the importance of using relevant and quality resources. 

know the importance of keeping assessment resources up to date. 

follow standardisation procedures. 

maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress. 

make assessment information available to authorised colleagues as required. 

know the importance of quality assurance in the assessment process. 

know the quality assurance and standardisation procedures in own area of practice. 

know the procedures to follow when there are disputes concerning assessment in own area of practice. 

know how to work with tutors and internal quality assurers to ensure a smooth transition from classroom/workplace to assessment. 

know the importance of using relevant and quality resources. 

know the importance of keeping assessment resources up to date. 

follow standardisation procedures. 

maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress. 

make assessment information available to authorised colleagues as required. 

know how to conduct themselves and portray a professional image, for example: 

respectful of participants and other professionals 

positive 

honest 

empowering 

motivating 

trustworthy 

committed 

non-judgemental 

consistent 

a good role model with professional personal conduct and integrity. 

know the professional ethics related to own role, for example: 

duty of care 

professional membership 

role boundaries/scope of practice and responsibilities 

representation of skills, abilities, and knowledge 

interface with other relevant professionals 

business practices 

professional code of conduct. 

know the current legislation and organisation procedures relevant to own role such as: 

data protection 

participant confidentiality 

conflict of interest 

health and safety at work 

disclosure and barring service procedures (DBS checks) 

safeguarding children and adults at risk 

equality and diversity 

personal liability insurance 

reporting of injuries 

first aid regulations 

individual organisational policies and procedures. 

know good practice regarding conduct, ethics, legislation and organisational procedures. 

know the sources of support to develop themselves. 

ensure participant safety and wellbeing at all times. 

demonstrate compliance with relevant legal responsibilities, for example: 

health and safety at work 

equality and diversity 

safeguarding 

data protection 

hazard identification 

safe working practices 

ethical and professional conduct. 

demonstrate appropriate duty of care to participants. 

demonstrate to the participant the Assessor’s role, responsibilities and limitations in providing assistance, for example: 

scope of practice 

duty of care. 

demonstrate a commitment to their own ongoing development.