The introduction of the new standards provides a good opportunity to look at how we have been assessing candidates, to reflect on our past practice and to decide how we want to move our practice forward as assessors.
Gone are the days, I hope, of a unit-by-unit approach, and welcome are the days of holistic assessment.
According to the Assessment Strategy for Children's Care, Learning and Development 2005, 'Work with children and families does not lend itself to a series of fragmented activities. When planning for assessment it is essential that assessors and candidates identify opportunities to integrate a number of activities for assessment on any particular occasion.'
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