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Focus Awards, Silicon House, Farfield Park, Manvers, Rotherham, S63 5DB

Focus Awards Level 2 Award in Understanding Stewarding at Spectator Events (QCF)


601/6077/9

Qualification Specification



Qualification Details 3

Qualification Purpose 3

Qualification Structure / Rules of Combination 3

Learner Entry Requirements 3

Age Ranges 3

Geographical Coverage 3

Reasonable Adjustments and Special Considerations 3

Assessment Methods 3

Progression Routes 4

Useful Websites and Supporting Materials 4

Links to National Occupational Standards 4

Appendix A: Units 5

Appendix B: Assessment Strategy 11

Appendix C: Assessment Best Practice 12

Appendix D: Guidance on observed assessments 16

Appendix E: Example Assessment Plan 18

Contents




Qualification Details

QAN: xxx/xxxx/xGLH: 40Credit:5

Qualification Purpose

The Focus Awards Level 2 Award in Understanding Stewarding as Spectator Events qualification isaimedatlearnerswhowishtoworkasastewardintheActiveLeisure,LearningandWell-beingsector.Thismayincludeeventssuchassports,musicfestivals,concerts,paradesorcarnivals.Itcovershowtoprepareforevents,controlentryandexitofcustomers,identifyanddealwithcrowdproblemsandrespondtoemergencies.

Qualification Structure / Rules of Combination

Learnersmustcompleteall4 mandatory unitstotalling5 credits

UnitTitle Unit Ref Level Credit GLHMandatory unitHowstewards control the entry, exit andmovementofspectatorsatevents L/501/8956 2 2 15

Howstewardsmonitorcrowdsandrespondtopotentialcrowdproblemsatspectatorevents R/501/8957 2 1 10

Howstewardsprepareforspectatorevents Y/501/8958 2 1 10Howtorespondtoinjuries,illnessesandotheremergen-ciesinactiveleisureandlearning D/501/8959 2 1 5

Learner Entry Requirements

Therearenospecificentryrequirementsforthisqualification.

Age Ranges

Entryisatthediscretionofthecentre;howeverlearnersshouldbe16toundertakethisqualification.Geographical Coverage

ThisqualificationhasbeenaccreditedforuseinEnglandandNorthernIreland.

Reasonable Adjustments and Special Considerations

PleaserefertotheFocusAwards‘FocusAwardsReasonableAdjustmentsandSpecialConsiderationPolicy.’

Assessment Methods

TheFocusAwardsLevel2AwardinUnderstandingStewardingatSpectatorEventsisinternallyassessed.



Each learner is required to createportfolioofevidencewhichdemonstratesachievementofall thelearningoutcomesandtheassessmentcriteriaassociatedwitheachunit.

Themainpiecesofevidencefortheportfoliocouldinclude:

• Assessorobservation–completedobservationalchecklistsonrelatedactionplans• Witnesstestimony• Learnerproduct• Worksheets• Assignments/projects/reports• Recordoforalandwrittenquestioning• Learnerandpeerreports• Recognitionofpriorlearning(RPL)

EvidencemaybedrawnfromactualorsimulatedsituationswhereappropriateandwherepermittedbytherelevantSectorSkillsCouncilorSectorSkillsBody.

SpecificassessmentrequirementslaiddownbySkilsActive canbefoundforeachunitinAppendix B.

Progression Routes

Learnerswishingtoprogressfromthisqualificationcanundertakethefollowingqualifications:

• Level2CertificateinUnderstandingStewardingatSpectatorEvents• Level2NVQCertificateinSpectatorSafety• Level3NVQCertificateinSpectatorSafety• Level4NVQCertificateinSpectatorSafetyManagement• LicencetoPracticequalificationse.g.DoorSupervisionorSecurityGuarding

Useful Websites and Supporting MaterialsYouwillfindusefulwebsitesandsupportingmaterialshere:

www.focusawards.org.uk/supportingmaterials www.skillsactive.comwww.ofqual.gov.uk

Links to National Occupational Standards

TheLevel2AwardinUnderstandingStewardingatSpectatorEventshasbeenmappedtoinsertNOSmaphere.

QCFUNITTITLE LINKTONOSMandatoryunitsHowstewardscontroltheentry,exitandmovementofspectatorsatevents

C210Controltheentry,exitandmovementofpeopleatspectatorevents

Howstewardsmonitorcrowdsandrespondtopo-tentialcrowdproblemsatspectatorevents

C211Monitorspectatorsanddealwithcrowdproblem

Howstewardsprepareforspectatorevents C29Prepareforspectatorevents

How to respond to injuries, illnesses and otheremergenciesinactiveleisureandlearning

C35Dealwithaccidentsandemergencies



Appendix A: Units

Unit Title: Howstewardscontroltheentry,exitandmovementofspectatorsatevents

Unit No: L/501/8956Level: 2GLH: 15Credit: 2Unit details: Thisunitdevelopsthelearner’sknowledgeandunderstandingofhowtocontroltheentry,exitandmovementofspectatorsatevents,coveringrecognisingandrespondingtoillegalandprohibiteditems,helpingcustomerswiththeirproblemsanddealingwithchallengingcustomerbehaviourLearning OutcomeThe learner will:

Assessment Criterion The learner can:

1 Knowhowstewardscontroltheentry,exitandmovementofspectatorsatevents

1.1 Outlinethelegalrequirementsandpowerscoveringasteward’srighttorefuseentryandtheirrighttoasksomeonetoleaveavenue

1.2 Describetheproceduresstewardsshouldfollowwhenrefusingentryoraskingsomeonetoleave

1.3 Outlinewhystewardsshouldgiveexplanationswhentheyarerefusingentryoraskingsomeonetoleave

1.4 Describetheproceduresstewardsshouldfollowtosupervisespectatorentry

1.5 Describetheproceduresstewardsshouldfollowtocontrolqueues

1.6 Describetheproceduresstewardsshouldfollowtosupervisespectatormovementbetweendifferentareas

1.7 Outlinewhyitisimportantforstewardstomonitortheirdesignatedareacarefully

1.8 Describetheproceduresstewardsshouldfollowtosupervisespectatorexit

2 Knowhowstewardsrecogniseandrespondtoillegalandprohibiteditemsatspectatorevents

2.1 Identifythetypesofillegalitemsthatspectatorsmaybringtoevents

2.2 Describetheproceduresstewardsshouldfollowwhentheyidentifyillegalitems

2.3 Identifythetypesofitemsthatmaybeprohibitedatdifferentvenuesandevents

2.4 Describetheproceduresstewardsshouldfollowwhentheyidentifyprohibiteditems



Unit Title: Howstewardscontroltheentry,exitandmovementofspectatorsatevents

3 Knowhowstewardshelpcustomerswiththeirproblemsatspectatorevents

3.1 Outlinewhyitisimportantforstewardstoprovidehighstandardsofcustomercareatspectatorevents

3.2 Outlinewhyitisimportantforstewardstotakeaccountofdiversityandequalitywhendealingwithcustomersatspectatorevents

3.3 Describehowstewardsshouldinteractwithcustomersatspectatorevents

3.4 Identifythetypesofinformationthatcustomersatspectatoreventsmayneed

3.5 Describehowstewardsshouldrespondtodifferentrequestsforinformation

3.6 Identifythetypesofproblemthatcustomersmayhaveatspectatorevents

3.7 Identifyhowstewardsshouldhelpcustomerswiththeirproblems

3.8 Identifythetypesofcustomerproblemsthatstewardsshouldrefertosomeoneelse

3.9 Outlinetheproceduresstewardsshouldfollowforhandlingcomplaints

4 Knowhowstewardsdealwithchallengingcustomerbehaviouratspectatorevents

4.1 Recognisethetypesofsituationsthatmaycausechallengingcustomerbehaviouratspectatorevents

4.2 Statethelimitsofstewards’powersandresponsibilitieswhendealingwithchallengingbehaviour

4.3 Describehowstewardsshouldrespondtochallengingbehaviourandpreventitescalating

4.4 Identifythedifferencebetweenstewardsbeingassertiveandbeingaggressive

4.5 Identifywhenandhowstewardsshouldcallforassistanceandsupport

4.6 Outlinelegalconsiderationscoveringself-defenceandthereasonableuseofforce



Unit Title: Howstewardsmonitorcrowdsandrespondtopotentialcrowdproblemsatspectatorevents

Unit No: R/501/8957Level: 2GLH: 10Credit: 1Unit details: Thisunitdevelopsthelearner’sknowledgeofworkingandunderstandingofhowtomonitorcrowdsandrespondtopotentialcrowdproblemsatspectatorevents,coveringrecognisingandrespondingtopotentialcrowdproblems,illegalandunsociablebehaviour.

Learning OutcomeThe learner will:


1 Knowhowstewardsrecogniseandrespondtopotentialcrowdproblemsatspectatorevents

1.1 Outlinewhyitisimportantforstewardstomonitorforpotentialcrowdproblems

1.2 Describehowstewardsshouldmonitorforpotentialcrowdproblems

1.3 Identifythetypesofpotentialcrowdproblematspectatorevents

1.4 Statewhatstewardsshoulddowhentheyidentifypotentialcrowdproblems

1.5 Outlinetheproceduresstewardsareaskedtofollowinresponsetodifferenttypesofcrowdproblems

1.6 Outlinewhyitisimportantforstewardstoremaincalmandfollowinstructionswhentherearepotentialcrowdproblems

1.7 Identifysituationsinwhichstewardsmayplacethemselvesandothersatriskwhentryingtorespondtopotentialcrowdproblems

1.8 Identifyhowstewardscanavoidplacingthemselvesandothersatriskwhentryingtorespondtopotentialcrowdproblems

2 Knowhowstewardsrecogniseandrespondtoillegalandunsociablebehaviouratspectatorevents

2.1 Outlinewhyitisimportantforstewardstorecogniseandrespondtoillegalandunsociablebehaviour

2.2 Identifythetypesofillegalbehaviourthatmayoccuratspectatorevents

2.3 Outlinetheproceduresstewardsshouldfollowwhentheyencounterillegalbehaviour

2.4 Identifythetypesofunsociablebehaviourthatmayoccuratspectatorevents

2.5 Outlinetheproceduresstewardsshouldfollowwhentheyencounterunsociablebehaviour



Unit Title: HowstewardsprepareforspectatoreventsUnit No: Y/501/8958Level: 2GLH: 10Credit: 1Unit details: Thisunitdevelopsthelearner’sknowledgeandunderstandingofhowtoprepareforspectatorevents,coveringrolesandresponsibilities,preparingfordutiesandcheckingforandrespondingtohazards.Learning OutcomeThe learner will:


1 Understandtherolesandresponsibilitiesofstewardsandotherstaffatspectatorevents

1.1 Outlinetheimportanceofsafetyatspectatorevents

1.2 Describethecontributionthatstewardsmaketotheprovisionofsafetyandcustomerservice

1.3 Giveexamplesofdifferenttypesofeventsatwhichstewardingtakesplace

1.4 Identifythebasiclegalrequirementsforaspectatorevent

1.5 Identifythedifferentrolesandresponsibilitiesofstewardsataspectatorevent

1.6 Outlinewhyitisimportantforstewardstoworktogetherasateam

1.7 Statethelegallimitationsofstewardsatspectatorevents

1.8 Listtherolesandresponsibilitiesofotherpeopleinvolvedinspectatorsafetyatanevent

1.9 Describehowtherolesandresponsibilitiesofotherpeoplerelatetothestewardingteam

1.10 Giveexamplesofguidancedocumentsonstewardingateventsandhowtoaccessthese

1.11 Outlinehowdifferentspectatoreventpoliciesandproceduresmayaffectthesteward’srole

1.12 Outlinewhyitisimportantforstewardstocontinuetodevelopthemselvesintheirjobrole



Unit Title: Howstewardsprepareforspectatorevents2 Knowhowstewardspreparefortheir

dutiesatspectatorevents2.1 Describeappropriatestandardsofappearance

forstewardsatspectatorevents2.2 Describeappropriatestandardsofbehaviour

forstewardsatspectatorevents2.3 Outlinewhyitisimportantforstewardsto

wearcorrectidentificationatalltimes2.4 Outlinethecontentofatypicalspectatorevent

safetyhandbook2.5 Outlinewhyregistration,briefingandpre-

eventroutinesareimportant2.6 Listthetypicalpre-eventroutinesthat

stewardscouldbeinvolvedin2.7 Identifytheresourcesstewardscouldreceive

atregistrationandbriefing2.8 Outlinewhyitisimportantforstewardstolook

aftertheresourcestheyreceive2.9 Outlinetheproceduresstewardsshouldfollow

tochecktheirresourcesandreportfaults2.10 Outlinewhyitisimportantforstewardstotake

noteofinformationprovidedatbriefings2.11 Listthetypesofinformationstewardscouldbe

givenatabriefing3 Knowhowstewardscheckforand

respondtohazardsatspectatoreventvenues

3.1 Identifythefacilitiesinatypicalvenuethatastewardshouldknowthelocationof

3.2 Identifyandinterpretthesignageinatypicalvenue

3.3 Identifythetypesofhazardsthatmaybefoundatvenues

3.4 Outlinethetypicalproceduresforcheckingdifferentareasofavenueforhazards

3.5 Outlinetheproceduresthatstewardsshouldfollowwhentheyidentifyhazards

3.6 Outlinetheimportanceofstewardsfollowingprocedureswhentheyidentifyhazards



Unit Title: Howtorespondtoinjuries,illnessesandotheremergenciesinactiveleisureandlearning

Unit No: D/501/8959Level: 2GLH: 5Credit: 1Unit details:

Learning OutcomeThe learner will:


1 Knowhowtorespondtoinjuriesandillnessesonafirstonscenebasis

1.1 Outlinewhyitisimportanttodealwithpeoplewhoareinjuredorillpromptly,calmlyandcorrectly

1.2 Identifythebroadtypesofinjuryandillnessthatmayoccur

1.3 Outlinehowtodealwithinjuriesandillnessesona‘firstonscene’basis

1.4 Statethetypesofinformationandsupportthatshouldbegiventoqualifiedassistance

1.5 Outlinewhyitisimportanttoreportaccidentsandincidents

1.6 Identifythetypicalproceduresforreportingaccidentsandincidents

2 Knowhowtofollowemergencyprocedures

2.1 Outlinewhyitisimportanttorespondtoemergenciespromptly,calmlyandcorrectly

2.2 Identifythetypesofemergencythatmayoccur2.3 Outlinetheproceduresforrespondingto

emergencies2.4 Identifythedifferentrolesandresponsibilities

ofpeopleinaworkplaceforeachtypeofemergency

2.5 Listthetypesofproblemsthatmayoccurduringemergencyprocedures

2.6 Outlinehowtorespondtoproblemsduringemergencyprocedures

2.7 Statewhyproblemswithemergencyproceduresshouldbereported



Appendix B: Assessment Strategy

SkillsActive Assessment Strategy

How stewards control the entry, exit and movement of spectators at events

Learningoutcome3

Thelearnershouldknowhowtointeractwith:• Customersfromdifferentcultures• Customerswith a limitedunderstandingof thelanguagebeingusedatthevenue• Disabledpeople• VIPs• Mediarepresentatives

Thelearnershouldgiveexamplesofthefollowingtypesofproblemsthatcustomersmayexperienceandhowstewardsshoulddealwiththese:• Needforinformationandadvice• Ticketingproblems• Missingproperty• Illegal/unsociablebehaviourbyothers

Learningoutcome4

Thelearnershouldgiveexamplesofthefollowingtypesofbehaviour thatmaypreventchallengingbehaviourescalating:• Remainingcalm• Showingempathy• Communicatingclearly• Activelylistening• Usingappropriatebodylanguage• Respectingpersonalspace

How stewards monitor crowds and respond to potential crowd problems at spectator events

Learningoutcome1Thelearnershouldbeabletorecognisethefollow-ingtypesofpotentialcrowdproblems:• Unexpectedcrowdmovements• Localovercrowding• Overcapacity• Distress

• Separationofindividualsandgroups• Trespassintounauthorisedareas

The learner should outline the following proce-duresstewardsareaskedtocarryout:• Beingvisibletothecrowd• Warning/reassuringpeople• Containingacrowd• Removingpeopleandobjects

How stewards prepare for spectator events

Learningoutcome3Thelearnershouldgiveexamplesofthefollowingtypesofhazards:• Safetyhazards• Securityhazards• Firehazards• Hygienehazards• Emergencyequipmenthazards

Thelearnershoulddescribeprocedurestocheckthefollowingtypesofareas:• Confinedareas• Openareas• Publicareas• Non-publicareas

How to respond to injuries, illnesses and other emergencies in active leisure and learningLearningoutcome1Thelearnershouldgiveexamplesofthefollowingtypesofinjuriesandillnesses:• Minorinjuriesthatcanbedealtwithon-site• Minorillnessesthatcanbedealtwithon-site• Majorinjuriesrequiringmedicalattention• Majorillnessesrequiringmedicalattention

Thelearnerdescribesthefollowingwaysofdeal-ingwithinjuryandillnessonafirstonscenebasis:• Protectingpeoplefromfurtherharm• Providingcomfortandreassurance• Referringpeopletoqualifiedassistance• Callingforqualifiedassistance

Focus Awards, Silicon House, Farfi eld Park, Manvers, Rotherham, S63 5DB


Appendix C: Assessment Best Practice

The assessment process

Theassessmentprocessisasystematicprocedurewhichshouldbefollowedtogivelearnersaposi-tiveexperience.Thiscanbeachievedbyfollowingtheassessmentcycle.Thecyclewillcontinueuntilallaspectsofthequalificationhavebeenachievedbyyourlearner(s).

Throughout the cycle, standardisation of assess-ment practice between assessors should takeplace;thiswillensureconsistencyandfairnessofdecisionsand thatall assessors interpret the re-quirementsinthesameway.InternalQualityAs-surancewillalsotakeplacethroughoutthecycleaspartofyourCentre’sinternalqualityassurancearrangements.

The assessment cycle

Initial assessment

The assessor must ascertain if the learner hasanypreviousknowledgeand/orexperienceofthesubject/topic/unit to be assessed. This informa-tion can be obtained through application forms,

interviewsorprofessionaldiscussions.Theresultsof the initial assessmentwill give youvital infor-mationregardingyourlearnerswhichyoumaybeabletousewithintheassessmentprocessforex-ample claiming exemptions, equivalences, credittransferorRecognitionofPriorLearning(RPL).Itwillalsogiveyouvitalinformationifyourlearnerrequiresfurthertrainingoranyadditionalsupporttheymayneed.Thisprocessmightnotalwaysbecarriedoutby the assessor, but the informationobtainedmustbepassedontotheassessorinor-derforthemtoeffectivemoveontothenextstageof theassessmentcycleandplanthe learneras-sessment. Initialassessment isknownasassess-mentforlearning,asithelpspreparelearnersforassessmentandidentifiestheirpotential.

Assessment planning

Assessment planning should be short and me-dium/long term, toallow forboth formativeandsummativeassessmenttotakeplace.Inclusionofyour learner(s) in the planning processwill helpidentifywhattheyhavelearnt,howandwhentheywillbeassessedandwillallowforcommunicationtotakeplacetoclarifyanypointsorconcerns.

Assessment activity

The assessor must use relevant methods, ap-proachesandactivities forexampleobservation,questioning, assignments or gathering appropri-ateevidenceofcompetence.Assessmentcanbeformative(usuallyongoingandtocheckprogress)and summative (usually at the end, that fullyachieves the assessment criteria and fully con-cludestheassessmentcycle).

Assessment decision and feedback

Theassessormakesajudgementofsuccessoroth-erwise,givingconstructivefeedbackandagreeingfurtheractionthatmaybenecessary.Recordsofwhatwasassessedandthedecisionsmadeshouldalwaysbemaintained.

Review of progress

The assessor reviews the progress and achieve-mentwiththelearner,discussinganyotherissues



thatmayberelevant to the learningandassess-mentprocess.Withinthissession,theassessorwillnaturallystarttheassessmentcycleagain,byiden-tifyingwhatisthenextstageintheassessmentofthequalification,howthelearnerwillachievethisandthenplanningtheassessment.

Recordsshouldbemaintainedthroughoutallas-pectsoftheassessmentcycleandinternalqualityassuranceactivitiesshouldtakeplaceonanongo-ingbasis.

Exemptions, equivalences, credit transfer and RPL

With the introductionof theQCF itnowenableslearners to avoidduplicationof learning andas-sessmentthroughequivalencesorexemptionsasfollows:

• ForachievementswithintheQCFitispossibletotransfercredit(equivalence)• Individuals with certificated achievements out-sidetheQCFcanclaimexemptionfromtherequire-menttoachievecreditsfordesignatedunits• Ifalearnerhaspreviouslyachievedthesameunitthroughanotherawardingorganisation,thiswillbeclassedasacredittransfer.• Inallthesecasesasthelearnerhasalreadyhadtheir achievement recognised, and will have re-ceivedacertificatetoconfirmthis,theirachievementtowardsthisspecificqualificationMUSTbeshownasanexemption,equivalenceorcredittransferandMUSTNOTbeallocatedanycreditachievement.

Recognition of Prior Learning (RPL) isamethodofassessment that considerswhethera learner candemonstrate that they canmeet the assessmentrequirements for a unit through knowledge, un-derstandingorskills theyalreadypossessanddonotneedtodevelopthroughacourseoflearning.Thereforethelearneriseitherawardedtheunitorcan progress straight to assessment without theneedfordelivery.Thiswillshowasaunitachieve-ment on the certificate. For any learnerwho haspreviouslyachievedunitsthathavebeenapprovedasExemptions,Equivalences,andCreditTransferorwillbeachievedthroughRPLitisyourresponsibilitytoinformFocusAwardsatregistration,throughtheuseoftheregistrationexcelspreadsheet.

Theclaimmustfirstofallbemade toyourCen-treanditisyourresponsibilitytomaketheinitialconsideration–ifyouareinanydoubtyoushouldrequest advice/clarification from Focus Awards.Upon authorising the request, youmust ensurethat appropriate evidence anddocumentation isreviewed,maintainedandmadeavailabletoFocusAwardsstaffasrequired.

Guidance for Tutors, Assessors and IQA’s

AllTutors,AssessorsandIQA’sshould:

• Possessadisciplinespecificqualificationequiva-lenttotheLevel2AwardinUnderstandingSteward-ingatSpectatorEvents(QCF)and;• DemonstrateactiveinvolvementinaprocessofindustryrelevantContinuedProfessionalDevelop-mentduringthelasttwoyears

Requirements of Tutors:

Tutorsshouldhold,orbeworkingtowardsateach-ingqualification.Thefollowingareacceptable:

• PreparingtoTeachintheLifelongLearningSector(PTLLS);• CertificatetoTeachintheLifelongLearningSec-tor(CTLLS);• DiplomatoTeachintheLifelongLearningSector(DTLLS);• Level3AwardinEducationandTraining;• Level4CertificateinEducationandTraining;• Level5DiplomainEducationandTraining.FocusAwardswillconsiderotherteachingqualificationsuponsubmission.

Tutorsmustalsobeabletoshowthefollowing:• Relevanttechnical/occupationalcompetencyinthedisciplines/unitstheywishtoteach.

Requirements of Assessors:

Assessorsshouldholdorbeworkingtowardsthefollowing:• D32/D33;• A1qualification;• Level 3 Award in Assessing Vocational Achieve-ment;



• Level 3 Award in AssessingCompetence in theWorkEnvironment;• Level 3 Certificate inAssessing Vocationally Re-latedAchievement;

Assessorsmustalsobeabletoshowthefollowing:• Relevanttechnical/occupationalcompetencyinthedisciplines/unitstheywishtoteach.

Please note that trainee assessors will requiretheirdecisions tobecountersignedbyasuitablyqualifiedassessor.

Requirements of Internal Quality Assurers (IQA):

IQA’s shouldholdorbeworking towardsoneofthefollowing:

• D34;• V1qualification;• Level4AwardintheInternalQualityAssuranceofAssessment.

Guided Learning Hours (GLH)

Theguided learninghoursfigure gives themini-mumamountoftimerequiredto‘deliver’thepro-gramme,andincludesalltimeswhenamemberofstaff ispresenttogivespecificguidancetowardslearning aims/outcomes, as well as other struc-turedlearningtimesuchasdirectedassignments,supportedindividualstudyorpracticeandassess-ment. Itdoesnot include timespenton learner-initiatedwork;ortimespentbytutorsmarkingas-signmentswherethelearnerisnotpresent.

Assessment

AssessmentpracticesmustreflecttheEqualityandDiversity Policy of FocusAwards and reasonableadjustmentsmayberequiredforindividuallearn-erstoenablethemtoundertakeassessmentsfair-ly.Pleaseseeourguidanceandtheproceduresforapplyingreasonableadjustments.Assessmentmustmeetfullyalllearningoutcomesandassessmentcriteriaasdescribedinthequalifi-cationspecification/assessmentstrategy;althoughthemethodofassessmentmaysometimesbead-justed to cater for learners requiring alternative

assessment methods. The qualification assess-ment strategyprovidesdetailedassessmentandevidencerequirements.

Consistency of assessment decisions

The consistency of assessment decisions, acrosslearners,sitesandassessors,isofprimaryimpor-tanceinassuringthequalityofassessmentwithinaCentre.FocusAwardsensuresthatthefollowingmechanismsareinplacetoassistthis:

• Assessorsarequalifiedorworkingtowardscur-rentassessorstandards;• Level 3 Award in Assessing Vocational Achieve-mentorLevel3AwardinAssessingCompetenceintheWorkEnvironment.Note:D32.33andA1isalsoacceptable;• Assessors have relevant subject competency intheunitstheywishtoassess;• Assessors are observed assessing by qualifiedIQA’satleastonceperyear;• StandardisationexercisesarecarriedoutwiththeCentre;• FocusAwardsissue‘AssessmentGuidance’docu-mentationforeachqualification;• CentretrainingdaysrunbyFocusAwardsincludeassessmentbestpractice;• ExternalqualityassuranceiscarriedoutatleasttwiceperyearineachCentrebytrainedandquali-fiedEQA’s.

Judging authenticity

• Assessors must ensure that the evidence pro-videdbylearnersisvalid,current,sufficient,reliableandauthentic;• Trainers/assessors should ensure that learnerssignadeclaration that theirwork is authentic i.e.their‘ownunaidedwork’;• Youmust implement aRecordofAchievementdocumenttorecordhowthelearningoutcomesandassessment criteriahasbeensufficiently covered.By ‘signingoff’ learners evidenceusing this docu-menttheassessorsand IQA’sareconfirmingthattheassessmentevidencesubmittedbythelearnerisauthenticandtheirownunaidedworkand it issufficienttomeetthestatedlearningoutcomesandassessmentcriteria;



• Wherethereissuspicionthattheworkmaynotbeauthentic,theassessorshouldcarryoutcheckstoascertainitsauthenticity.Forexample,oralques-tioning tocheck the learner’sknowledgematchestheevidenceprovided;• Evidence which is deemed to be inauthenticshouldnotbeaccepted.

Guidance on re-submission of learner as-sessment

• Thereisnolimittothenumberoftimesthatworkmayberesubmittedbythelearnerforassessment;• However, you may wish to operate your ownsystemsandpoliciesforadditionalsupport/advicewhichmaybegiventolearnerswhohavebeenun-successfulonanumberofoccasions;• Assessors/tutorsmay offer some assistance tolearners to learners in completing written work,suchasexplainingwhatthequestionsmeanorof-fering additional guidancewhen they have previ-ouslyansweredquestionsincorrectly,however,as-sessors/tutorsmustnotgivelearners,orleadthemto,thecorrectanswers;• Assessors/tutorsshouldnotaddtolearners’an-swersinworksheets,etc…wheretheydonotfullymeet the required standard. Rather the learnershouldbeaskedtoaddtotheiranswersthemselvesuntiltheydemonstratecompetence.

Use of language and stimulus materials

ItisyourresponsibilityasaCentretoprovideyourlearnerswithsuitableresourcesandassessmentmaterials to support them in their learning jour-ney.Resourcesandassessmentmaterialsandthelanguageusedwithintheseshouldbesuitableandappropriate to theirneeds.Theyareonlyappro-priateifthey:

• Enablelearnerstodemonstratetheirlevelofat-tainment;• Require knowledge, skills and understandingwhicharerequiredforthequalification;• Are clear and unambiguous (unless ambiguityformspartoftheassessment)and• Are not likely to cause unnecessary offence tolearners.

Theuseof thesematerialswillbe revieweddur-ingCentreEQAmonitoringvisitsandinconsider-ingwhether languageandstimulusmaterials forlearningandassessmentareappropriate,anEQAwilltakeintoaccountthefollowing:

• Theageoflearnerswhomayreasonablybeex-pectedtotakethequalification;• Thelevelofthequalification;• Theobjectiveofthequalification;• The knowledge, skills and understanding as-sessedforthequalification;• Itcontainslanguageorcontentwhichcouldleadagroupoflearnerswhoshareacommonattributeorcircumstancetoexperience–becauseofthatat-tributeor circumstance – anunreasonabledisad-vantageinthelevelofattainmentthattheyareabletodemonstrateintheassessment.

Pleasenotethatforthecreationofmanualsortextbooks, youmust showhoweachof the learningoutcomeshasbeencoveredand forassessmentmaterialsyoumustadoptanevidencereferencingsystemtoshowhoweachoftheassessmentcrite-riahasbeencovered.



Appendix D: Guidance on ob-served assessments

Assessment briefing

When carrying out a planned observed assess-ment,itisessentialthattheassessorcarriesoutabriefingpriortotheassessment. Theassessmentbriefingshouldcoverthefollowinginformation:

• Wheretheassessmentwilltakeplace;• Howtheassessmentwillbeconducted;• Whatthestudentisexpectedtopresentintermsofperformanceevidence;• Anydocumentationwhichformspartoftheas-sessment;• Whenquestioningandfeedbackwilltakeplace;• Whattodoifthereisadisagreementwiththeas-sessmentdecision(appealsprocedure);• Theassessorshouldalsousethistimetoletstu-dents ask questions or seek clarification on any-thingrelatingtotheplannedassessment. Othersinvolvedintheassessmentprocessshouldbepartoftheassessmentbriefing.

Theassessmentbriefingisusuallycarriedoutinagroupsituationandthentheassessorwillbrieflyconfirm the process with each individual beforetheassessmentcommences.

Observing the learner

Observationisthemainmethodofassessingprac-ticalcompetenceandinvolvestheassessorwatch-ingthestudentcarryouttheplannedtasks. Whencarryingoutanobservedassessment, theasses-sorshouldadheretothefollowingguidelines:

• Involvethestudent;• Completeanadequatebriefing;• Useanassessmentchecklist;• Ensuregoodobservationalpositionenablingyoutosee/hearappropriately;• Avoidbecominginvolvedintheassessmentproc-essexceptininstancesofhealthofsafetyorwhen‘movingon’;• When‘movingon’,sticktothephrase‘thankyou,canyoumoveontothenextexerciseplease’.Avoid

usingphrasessuchas‘that’sgreat’or‘welldone’–thiscouldgiveanindicationofperformance;• Ensuresufficienttimeisplannedtogiveimmedi-atefeedbackaftertheassessment;• Useamethodofrecordingtheobservationthatisasunobtrusiveaspossible. Rustlingpaperscanprovedisruptiveinaquietenvironmentwherepeo-pleareconcentratingonwhatisbeingassessed;• Beseentobeobserving,nevereat,talktootherpeople,textonamobilephoneoranyother suchactionwhichwilldistractfromyourobservation;• Avoid using positive/negative body language –thiscouldgiveanindicationofperformance.

Suggested stages of an observation for Focus Awards Level 2 Award in Under-standing Stewarding at Spectator Events (QCF)

Step 1InitialLearnerbriefing

Step 2DirectObservation

Step 3Learner/ClientFeedback

Step 4Learner Evaluation with client (15minutesmini-mum)

Step 5AssessorQuestions(openandnon-leading)

Step 6AssessorDecision(pass/refer)

Step 7AssessorFeedback(constructive,conciseandrel-evanttoperformancecriteria,writtenandverbal)

Questioning to Assess Knowledge and Understanding

• Itiseasyto inferalevelofunderstandingbywhatweseeduringobservationandsoitisessentialthatwequestionlearnersifweareeverindoubtaboutunderpinningknowledge;



• However,aquestionshouldnotbeaskediftheassessordoesnotseeaparticularPC.• Questionscanbedividedintotwocategories:

• Openquestionsstartwiththewords, ‘How?’,‘What?’, ‘When?’, ‘Where?’, ‘Why?’ and ‘Who?’ -thesewordsactaspromptstogivethestudentsthe opportunity to respond fully in their ownwords.• Closedquestionsenable the students to re-spondwithasimple ‘Yes’or ‘No’ response.Forexample, “Wouldyouask aparticipant tokeepthebackstraightwhenliftingweightsfromthefloor?”.

• Assessors should always use open questionswhenassessingunderpinningknowledge• Itis aFocusAwards requirementthatallquestionsasked during assessment are recorded togetherwithlearnerresponses. Thesemustbewrittenoutinfullandsignedanddatedbyboththelearnerandassessor.• It is unacceptable to write next to a question“learneranswered correctly”. If therewasanap-pealagainstyourassessmentdecision,thenthereshouldbeaclearlyauditabletrailofevidencewhichshowsthequestionthatwasaskedandthelearnerresponse.

Non-Leading Questions

Assessorsshouldbecarefulnottousequestionsthatcould leadthe learnersbygivinghimorhera clue to the right answer. They shouldalsobeawareofanypreferencesoropinionstheymightholdthatcouldaffectthewaytheyaskquestions. Itisjustaseasytoleadthelearnerbythetoneorinflectionofthevoiceorbysomefacialexpressionorbodymovement.

Examplesofleadingquestionswouldbe:

• “YourparticipantseemedtobeoutofbreathontheCVsectionofyourworkout,doyouthinkyoucouldhavebroughttheintensitydownforher?” • “Arethedeltoidsworkedinabenchpressaswellasthepectoralsandtriceps?”

Feedback

‘Structuredinformationthatonepersonofferstoanother,aboutthe impactoftheiractionsorbe-haviour’.• Feedback following assessment should relatespecificallytowhathasbeenassessedandhowtheevidencepresentedmeets,ordoesnotfullymeetthecriteriabeingassessed. • Feedback should not include your opinion norshoulditbeacriticism.• Criticism is oneperson’s judgementof anotherperson, or theirwork. Criticism is likely tomakesomeonefeeldevaluedorangry;anddoesnothingtoboostself-confidence.Itdoesnothelpapersontosolvetheproblem.Itshowsthatyoudismiss,re-jectordisapprove,andisunlikelytoleadtothere-sultyouintended.Youwillgetaresult-butitmaybeaworsesituationorabacklash.• Effectivefeedbackshouldbeatwowayprocess,involvingthelearneratalltimes.



Appendix E: Example Assessment Plan

Assessor name: Learner name: Date:

Date and timings of planned assessment

Unit/s and/or learning outcome/s to be assessed

What is to be assessed?Describe the activity or process you will observe or the product to be produced.

Assessment Method (Please see key below)

Date assessment completed



Iconfirmthattheassessmentprocess,theactivityandevidencetobegeneratedhasbeenfullyexplainedtome:

SignedbyLearner:…...................................................

Date:…………………………………………………………………………

OQ-OralQuestioning,O–Observation,WT -WitnessTestimony,S -Simulation,PD -ProfessionalDiscussion,WQ-WrittenQuestions,A -Assignment/Project,WP-WorkProject,CS-CaseStudy,RA–ReflectiveAccount,RPL–Recognitionofpriorlearning



Professional DiscussionLearner name:Assessor name:Date:Assessment criteria / topic of discussion:

Learner response:

Assessor signature: Date:Learners signature: Date:Internal quality assurer signature:

Date:



Assessor Question SheetQualification:

Unit:

Assessor question Learner response Assessment criteria covered


Date:



Assessor Feedback SheetQualification:

Unit(s):

Performance criteria / assessment criteria

Assessor feedback


Date:



Learner Assessment Record

Evidence Date Achieved

Assessor signature

Learner Signature



Evidence Record Sheet

Qualification:

Unit:

Learning outcome

Evidence

I confirm that the evidence provided is a result of my own work:

Signatureoflearner:

Date:

I confirm that the learner has demonstrated competence by satisfying all of the learning outcomes and assessment criteria for this unit:

Signatureofassessor:

Date:

SignatureofIQA:

Date:

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