Assessor Professional Assessor Professional DevelopmentDevelopment

ACVOAssessment Centre for Voluntary

Organisations

ICEYEInternet College for Early Years Education

Purpose of APDPurpose of APDTo provide a structured

development programme to explore how assessment practice can improve the

quality of the learning experience for the candidate

Outcomes of APDOutcomes 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

The APD JourneyThe APD Journey

6 one day inter active workshopsCommon ACVO approach to

assessmentRecognise associated roles and

responsibilities Opportunity for personal developmentRecognition of current practiceSupport an ACVO team approach

ExpectationsExpectations

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

NVQ RecapNVQ Recap

Characteristics of a competence based learning

and assessment model

CharacteristicsCharacteristics

Provision of a general educational experience of intrinsic worth in its own right

Assessed in the workplace against nationally recognised industry-led standard

Characteristics - continuedCharacteristics - 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

Advantages to the CandidatesAdvantages 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

Advantages - continuedAdvantages - continued

Accreditation of prior learning and experience

Process is empowering and transparent

Competence BasedCompetence 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

Competence BasedCompetence Based

Not a pass/fail system but a credit towards further development

Links to the training and development cycle

Disadvantages to the Disadvantages to the CandidateCandidate

Not a traditional courseLess 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

DisadvantagesDisadvantages

Candidate needs lots of support throughout, particularly– Understanding the language– Retaining a holistic view of the Award– Design and administration of the

portfolio

Demands of AssessorsDemands 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

ENTOENTO

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%

Work Based AssessmentWork 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’.

Work Based AssessmentWork 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’.

Work Based AssessmentWork 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’.

Work Based AssessmentWork 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’.

Work Based AssessmentWork Based AssessmentI 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.

‘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’.

Supportive information Supportive information and resources can be and resources can be

found onfound onwww.acvo.co.uk/resources/www.acvo.co.uk/resources/

apd.phpapd.php

EDICT – EDICT – a Process for a Process for

Managing ChangeManaging Change

EEntryntryDDiagnosisiagnosisIInterventionnterventionCContractingontractingTTransitionransition

Personal StylesPersonal Styles

Tough battlerTough battlerFriendly helperFriendly helperLogical thinkerLogical thinker

Organisational CultureOrganisational Culture

Performance drivenPerformance drivenValues drivenValues driven

Systems drivenSystems driven

The 7P ModelThe 7P ModelPurpose: 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

3LT –3LT – The 3 Level Technique The 3 Level Technique Model for Questioning Model for Questioning

and Listeningand Listening