btec training for assessors
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BTEC TRAINING FOR ASSESSORS
By: Selvavishnu
Learning Outcome:Upon completion of this training, participants should be able to:
Apply the Assessment tools and assignment section Introduction to this section What tools can I use to assess my learners? What does a high quality assessment tool look like? How can I ensure I’m creating high quality
assessment tools? What are assignments and Assignment Briefs? Next generation Assignment Briefs at a glance
Step by step guide to assignment briefs
Introduction to this section Titles, dates and deadlines Qualifications, units and learning aims Scenarios, evidence, tasks and assessment criteria Tasks checklist Level 5 criteria and sources of information More about... assessment criteria and guidance More about... assignment outlines Authorised Assignment Briefs Internal verification explained Your BTEC support team
How Does It Relate?Entry - Skills for Life - basic knowledge and skills
- Functional Skills at entry level (English, maths and ICT) - ability to apply learning in everyday situations
- not geared towards specific occupations
1- GCSEs grades
D-G/certificate - basic knowledge and skills
- ability to apply learning with guidance or supervision
- may be linked to job competence
2
3 - Foundation
- Diplomas, Certificates and
Awards- ability to gain or apply a range of knowledge, skills and
understanding, at a detailed level
- NVQs at level 3
- appropriate if you plan to go to university, work independently, or (in some cases) supervise and train others in their field of work
Students study real-life, work-based case studies and complete projects and assessments, which contribute to achieving each unit studied.
How Are They Assessed?
Each subject is made up of units.
In order to complete each unit, students must achieve against a set of outcomes. The assessment criteria address theory with practical exercises.
The projects that students undertake form the basis of their unit results which are graded as a Pass, a Merit or a Distinction.
How Are They Assessed?
Guide to writing assignment Brief.A Quick Guide To The Teaching Team
What’s in the Assessment Tools and Assignments section?
what is a unit? definitions of key terms like learning aim
and assessment criteria what good quality assessment tools look
like your role as an assessor what an assignment brief looks like
BTEC
What tools can I use to assess my learners? learning aims :
which define what the learner needs to know, understand and do assessment criteria:
the grade level at which the learner can achieve each learning aim
Assessment tools and assignments
Learners studying the internally assessed units need to generate evidence that they have met the learning aims and assessment criteria specified for each unit
Assessment tools and assignments
How can learners generate their evidence?
BTEC teaching & Assessmen
t tools
Assignment & projects
Case studies
Workplace assessmentRole Play
Presentation
What does a high quality assessment tool look like?
All assessment tasks and activities must ensure your learners provide evidence for their learning which is:
Valid: the evidence is robust and genuinely meets the learning aim
Sufficient : there is enough evidence to demonstrate the knowledge, skills and understanding required
Authentic : the evidence the learners produce is genuinely their own
Appropriate : it is in line with the level the learner is studying and is evidence which is relevant to a learner at that level
Relevant : it is in line with the topic, subject area and content the learner is studying and is set in a vocational, work - related context.
How can I ensure I’m creating high quality assessment tools?
A high quality assessment which is fit for purpose, and suitably controlled by you as the Assessor, will provide:
Evidence : the tasks allow the learner to provide evidence that meets the learning aim, and that evidence can be assessed clearly using the assessment criteria
Clarity : there are clear instructions to the learner about what they need to do
Timing: you have clearly defined the amount of time allowed for the assessment, and that timeframe is appropriate for the knowledge, understanding and skills you are assessing
Resources : you have made available and accessible the resources your learners need to complete the assignment fairly, and in full.
Assignment Briefs step by step section?
What are assignments and Assignment Briefs?
Assignments are assessments designed to:
Demonstrate a learner’s knowledge,
skill andunderstandin
g in a defined
area of study
Measure evidence
their learning the learning
aim and assessment
criteria
Assignment brief
• Sources of informatiom
• Scenario• Task(s)• Evidence• Assessment criteria
• Qualification covered
• Unit covered• Learning aim
covered
• Assignment title• Assessor name• Deadline• duration
Titles, dates and
deadline
Qualification, unit and
Learning aim covered
ResourcesScenario, task and evidence
step by step to assignment brief
Qualification Unit number and title
Pearson BTEC Level 5 HND Diploma Automotive Engineering
Unit 6: Health, Safety and Risk Assessment in Engineering
Student name Assessor name
Selvavishnu
Date issued Completion date Submitted on
30/10/2014 10/11/2014
Assignment title Ass Safe Working Environment
LO
Learning outcome (LO)
AC In this assessment you will have the opportunity to present evidence that shows you are able to:
Task no.
Evidence (Page no)
LO1
Be able to select and apply safe working procedures to engineering operations
1.1 select and justify choice of protective clothing and equipment to ensure personal protection in a given environment
1a and 1c
1.2 evaluate a range of permit-to-work systems and identify isolation requirements for given applications
1b
1.3 use monitoring equipment to ensure the promotion of a safe working environment
1c
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Student signature: Date:
In addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in
order to achieve the following MERIT and DISTINCTION grades
Grade Descriptor
Indicative characteristic/s
Contextualisation
M1Identify and apply strategies to find appropriate solutions Effective judgements have
been made.An effective approach to study and research has been applied.
Suitable c C Consideration has been given to the two types of hazard. Reasoned judgements are made about the factors affecting the use of most suitable protective equipment use. Strategies have been applied to find the appropriate solution. (Task 1a and 1b)
M2 Select/design and apply appropriate methods/techniques
Complex information has been synthesised and processed.Appropriate learning methods/techniques have been applied.
Complex information has been used to
draft a checklist for safe mechanical
repair and servicing for a motor vehicle
repair shop. The information has been
used correctly to obtain an accurate
solution. Appropriate method and
technique has been demonstrated. (Task
1c)M3 Present and communicate appropriate findings The appropriate structure and
approach has been used.The communication is appropriate for unfamiliar audiences and appropriate media have been used.
. The materials prepared present and
communicate the approach to use which
a third party, with limited systems
knowledge, would be able to follow. (Task
2)
D1 Use critical reflection to evaluate own work and justify valid conclusions
Conclusions have been arrived at through synthesis of ideas and have been justified.The validity of results have been evaluated using defined criteria.
The information given in the task has been used in an analytical manner to evaluate the answers arrived . The results compared are validated. Links and comparisons are made between issues and analytical solutions. (Task 1a)
D2 Take responsibility for managing and organising activities Activities have been planned.
Autonomy has been demonstrated.
The check list and schedule is used to show a realistic plan and is annotated to show progress made. The assignment is completed on time. Autonomy has been demonstrated and deadlines met independently. (Task 1c, 2c)
D3 Demonstrate convergent/lateral/creative thinking
Ideas have been generated and decisions taken.Problems have been solved.Creative thought has been applied.
The decision on an alternative material is valid and the explanation shows a range of ideas to support this choice of different material. The explanation will clearly show creative ideas about minimising dimensions. (Task 1b, 2c)
Assignment brief
Unit number and title Unit 6: Health, Safety and Risk Assessment in Engineering
Qualification Pearson BTEC Level 5 HND Diploma in Automative Engineering
Start date 30/10/2014
Deadline/hand-in 10/11/2014
Assessor
Assignment title Safe Working Environment
Purpose of this assignmentThis assignment has been designed to develop the student’s awareness of the principles, planning and implementation of health and safety practice with in an industrial environment such as those to be found in automotive engineering production, manufacture, services and maintenance industries. In particular, the selection, application and evaluation of safe working procedures, for operations appropriate to particular industrial activities, are first considered. Then current UK and EU health and safety legislation, the role of the inspectorate, safety audits and current codes of practice are covered.
Scenario Mechanic Shop - Brent is grinding down brake pads and Todd stopped in to visit on his break.
Task 1a : (LO 1: 1.1 and D1) Identify and evaluate hazards that Bret and Todd will be facing?
Task 1b (LO 1: 1.2) Analyse the relevant personal proactive equipment that need to be used
Task 1c (LO 1: 1.1 and 1.3) Draft a checklist for safe mechanical repair and servicing for a motor vehicle repair shop
Evidence checklist Summary of evidence required by student Evidence
presented
Tasks 1, 2,
A report written in a formal style, including a contents page indicating the different report chapters and sections.
A bibliography with references must be supplied using the Harvard System of referencing.
Task 2 Draft of the checklist.
Task 2 . Draft of the schedule.
Achievement Summary
Qualification
Pearson BTEC HND Diploma in Automative Engineering
Assessor name
Selvavishnu
Unit Number and
title
Unit 6: Health, Safety and Risk Assessment in Engineering
Student name
Criteria Reference
To achieve the criteria the evidence must show that the student is able to:
Achieved? (tick)
LO 1 1.1 select and justify choice of protective clothing and equipment to ensure
personal protection in a given environment
1.2 use monitoring equipment to ensure the promotion of a safe working environment
1.3 apply the appropriate monitoring equipment to determine operational factors of safety
Higher Grade achievements (where applicable)
Grade descriptor
Achieved?
(tick)
Grade descriptor
Achieved?
(tick) M1: Identify and apply strategies to find appropriate solutions
D1: Use critical reflection to evaluate own work and justify valid conclusions
M2: Select / design and apply appropriate methods / techniques
D2: Take responsibility for managing and organising activities
M3: Present and communicate appropriate findings
D3: Demonstrate convergent/lateral/creative thinking
Formative Feedback: Assessor to Student Action Plan Summative feedback Feedback: Student to Assessor
Assessor signature
Date
Student signature
Date
Internal Verification
Duties of Internal Verification: is responsible for overseeing all
assessment activity ensures that individual Assessors fully
understand and correctly interpret the qualification and specification
makes sure Assessors carry out assessment which is consistent with the national standards ,focusing on the:
•level•content, and •duration of the assessment.
How does Internal Verification work?
Internal Verifiers must ensure that assessment is fully validated within the centre, by: •checking every assessment tool (e.g. Assignment Briefs) carefully and endorsing it before it is used, including authorised Assignment Briefs
•ensuring each learner is assessed carefully and thoroughly using only the relevant assessment criteria and associated guidance within the specification
• ensuring the decisions of every Assessor for each unit at all grades and for all learners are in line with national standards
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