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