VTCT EV Standardisation - Time For Change
Transcript of VTCT EV Standardisation - Time For Change
EV Standardisation Training Day
October 2011
27th October 2011 York28th October 2011 Hockley Heath
The development officers will be doing a series of workshops across the country
This presentation forms the basis of what we will be doing
Opportunity to present to the EV’s first
All signing from same ‘Hymn book’
Centre workshops
Commercially viable Meet regulatory requirements Attractive (less work) for centres Enjoyable, relevant learning
experience for the student
Impact of QCF on Awarding Organisations
Move away from traditional style of evidence (large portfolios, exams etc)
This is the ethos of the QCF Link between practical and
knowledge and understanding Students need to see link
(relevance of what they are doing)
Vocational qualifications
• “Assessment should be delivered efficiently... “
• NOS for learning and development No: 9, 10, 11, 12 (an Assessor working to these standards should be assessing holisticly)
• Conditions of recognition, Page 44, Condition E4.2: http://www.ofqual.gov.uk/files/2011-05-16-general-conditions-of-recognition.pdf?Itemid=111
Holistic Assessment
Holistic new buzz word in education
Not just a punchy title Actually an advanced
assessment practice More efficient and effective Avoids repetition Speeder completion Makes sense to candidates Less work for assessors
Move away from writing assignments
Duplication !!! Over assessment Incorporating theory into
practical Move away from end
loading Competence
Lets make it easy!!
Evidence should come easily
Turns assessment process on head Identify activity that will provide evidence Look at imminent practical event and draw
out evidence from that Opportunity to use one piece of evidence
numerous times No fabrication – real!!!
Different way of thinking!
Assessment criteria
Definition of describe Definition of explain Describe how to identify PPE?
Explain how to complete a
client record card Explain why it is important to
wear PPE
Active verbs
Not straightforward Often observation may be
asking for the production of a product – for example a project.
This does not mean that the putting together of the product has to be observed
Knowledge or observation