The requirements for how assessment is to be carried out and quality assured is laid down by the organisations which award qualifications. There must be both a qualified assessor and internal verifier based at each centre and the awarding organisation sends an external verifier to check that procedures have been correctly followed.
Ofqual and its fellow regulators specify how different assessment methods are to be applied via its regulatory arrangements and will check that awarding organisations are implementing the requirements correctly.
NVQ and apprentice qualifications are based upon the national occupational standards that 'specify the skills, knowledge and understanding required to perform competently to the standards required in employment'. The standards are developed by the Sector Skills Councils and overseen by the UK Commission for Education and Skills.
A full-time assessor may have a caseload of 40 to 45 learners. She or he carries out assessment of a learner's competency as a result of observation, oral questioning, discussion and the marking of written assignments. The assessment process includes agreeing the date of assessment visits with the learner and their employer, providing feedback to the learner after each assessment visit, and recording and maintaining accurate assessment records either in a paper file or an electronic programme. To meet the needs of each learner, the assessor works in a flexible and supportive manner. Working hours may be negotiable and claims can be made for mileage to, and from, the learners' work settings.
QUALIFICATIONS AND TRAINING
Assessors must be occupationally competent and have an early years qualification to at least Level 3. They should have several years' experience of working in a nursery environment preferably at supervisory or management level. Key Skills in literacy and numeracy to Level 2 are also required and preferably some experience of e-learning.
Since September 2010, the Level 3 Certificate in Assessing Vocational Achievement is the qualification required by assessors in all areas of the QCF framework. It may be completed while in employment and allows individuals to assess in their areas of expertise providing they have at least two years' experience and hold a qualification in the subject area. The three mandatory units of the award are: Understanding the Principles and Practices of Assessment; Assessing Occupational Competence in the Workplace; and Assessing Vocational Skills, Knowledge and Understanding.
While completing the certificate, candidates are supported to build a portfolio of evidence, which includes examples of their own candidates' work, assessment plans, their feedback to candidates, and questions about assessing and discussions with their assessor. There are no tests or examinations. All candidates are allocated a mentor who guides them through the course and provides feedback on progress at every stage. The Certificate in Assessing Vocational Achievement replaces the A1 and D32 and D33 certificates which were previously the requirements.
Some assessors also teach childcare and education students. For this, a certificate such as PTLLS, CTLLS or DTLLS is required.
Assessors should hold a valid driving licence and have access to a vehicle. They must be able to work as a team member, have excellent communication skills and be able to adapt to different learners and situations.
FURTHER INFORMATION
www.open.ac.uk/choose/vocational-qualifications/qualifications/ assessment-and-verification.
CASE STUDY: JEAN KING
Initially qualifying with the NNEB, Ms King became deputy manager of a private day nursery and then manager of a workplace day nursery. She has been an assessor for 14 years, first for a training company in central Reading and currently for Threeway Training and Assessment Centre in Romsey, Hampshire.
Ms King says, 'At Threeway, we are a team of three. Helen and I are assessors. I am an internal verifier as is our manager Jan Lefly. We have standardisation meetings once a term and continually check each other's work to ensure consistency. Last year, Helen and I assessed 40 candidates who were working towards their Certificate or Diploma for the Children and Young People's Workforce. They were aged between 17 and 56 years and mostly worked in pre-schools and day nurseries. A large percentage of our learners are parents who are looking for a new challenge which fits in with their own children. Many work on a voluntary basis to gain a recognised qualification and later go on to work or volunteer in the sector.
'My working day begins around 7am when I check emails and respond to urgent queries. At 8am, I catch up with Helen and we check our diaries so that we know each other's whereabouts for the day. I begin assessing before 9am in the Andover, Winchester and Basingstoke areas. I make sure I allow plenty of time to negotiate the traffic. Usually, I carry out between two and four assessments per day.
'I've worked with both young and mature learners, those from different backgrounds, with disabilities and with English as a second language. With each new challenge I enjoy finding ways to help learners to achieve their goals. For every one who copes well, there is another who needs extra support. Working from home with no defined end to the day, means that time management can be tricky and I often work into the evening.'
