- For teachers, assessors and Internal Quality Assurers (IV's) progressing in their careers
- 3 Units in different combinations make up the Assessor qualifications
- No expiry
- Exemptions available
- Related courses:
Twitter Tweets by @eln_io
Level 3 Assessor Courses (Equivalent to A1, D32, D33, TAQA)
Do you want to be qualified to assess learners in your classroom or at their workplace?
Do you use assessment methods like portfolio assignments, work-based evidence, direct observations, tests, quizzes, interviews and professional discussions to assess your learners?
If you said YES to any of the above then get qualified to be an Assessor online with ELN!
The Level 3 Assessor qualifications were previously known as the A1 / D32 / D33 qualifications. They are also referred to as the TAQA qualifications. Basically, they qualify you to assess your learners in class or simulated environments as well as 'on the job' in real work-place environments. Remember you must have access to two learners who you assess in their workplace (for Unit 2) and in your classroom (for Unit 3).
The ELN Assessor Qualifications are all QCF accredited by Laser Learning, NOCN and Pearson Edexcel.
Why ELN? Choose us if you are tired of spending your hard-earned money and precious time on uninspiring, boring elearning or costly classroom-based options!
Have you been unable to complete your Assessor Qualification with another provider? We've helped others like you get certified within a week from registration! Email us right away explaining how much work you have done and we'll sort you out!
Choose Option 1 If you assess learners in the workplace only.
Choose Option 2 if you assess learners in the classroom only.
Choose Option 3 if you do both!
Need more detailed info? Browse the detail tabs below or click here
OR click on our live webchat below. Contact Us right away! We're waiting to help you...
The Level 3 Awards and Certificate in Assessing Vocational Achievement are available for all candidates who fulfill the following criteria set by the Awarding Organisations:
Age range: 19+
Core skills: (English, Maths) At least to A Levels standard.
Access to Internet using a laptop / pc / tablet using up to date Windows, Android or Apple operating systems.
Access to two learners doing two assignments each (we can arrange access to learners for people who are not working with learners of their own.)
Name: Level 3 Award in Understanding the Principles and Practices of Assessment
Qualification Type: QCF
Guided Learning Hours: 24
Credit Value: 3
Unit combinations: Unit 1 only
Validity: Does not expire
Suitable for: Gaining a theoretical understanding of assessment principles only, no practical skills.
Name: Level 3 Award in Assessing Competence in the Work Environment
Qualification Type: QCF
Guided Learning Hours: 54
Credit Value: 9
Unit combinations: Units 1 & 2 only
Validity: Does not expire
Suitable for: Assessing students in their workplace only
Name: Level 3 Award in Assessing Vocationally Related Achievement
Qualification Type: QCF
Guided Learning Hours: 54
Credit Value: 9
Unit combinations: Units 1 & 3 only
Validity: Does not expire
Suitable for: Assessing students in classroom or simulated settings only
Name: Level 3 Certificate in Assessing Vocational Achievement
Qualification Type: QCF
Guided Learning Hours: 84
Credit Value: 15
Unit combinations: Units 1 & 2 & 3
Validity: Does not expire
Suitable for: Assessing students in workplace AND classroom settings
- Understand the principles and requirements of assessment
- Explain the function of assessment in learning and development
- Define the key concepts and principles of assessment
- Explain the responsibilities of the assessor
- Identify the regulations and requirements relevant to assessment in own area of practice
- Understand different types of assessment method
- Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners
- Understand how to plan assessment
- Summarise key factors to consider when planning assessment
- Evaluate the benefits of using a holistic approach to assessment
- Explain how to plan a holistic approach to assessment
- Summarise the types of risks that may be involved in assessment in own area of responsibility
- Explain how to minimize risks through the planning process
- Understand how to involve learners and others in assessment
- Explain the importance of involving the learner and others in the assessment process
- Summarise types of information that should be made available to learners and others involved in the assessment process
- Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning
- Explain how assessment arrangements can be adapted to meet the needs of individual learners.
- Understand how to make assessment decisions
- Explain how to judge whether evidence is sufficient, authentic, current
- Explain how to ensure that assessment decisions are made against specified criteria, valid, reliable, fair
- Understand quality assurance of the assessment process
- Evaluate the importance of quality assurance in the assessment process
- Summarise quality assurance and standardization procedures in own area of practice
- Summarise the procedures to follow when there are disputes concerning assessment in own area of practice
- Understand how to manage information relating to assessment
- Explain the importance of following procedures for the management of information relating to assessment
- Explain how feedback and questioning contribute to the assessment process
- Understand the legal and good practice requirements in relation to assessment
- Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare
- Explain the contribution that technology can make to the assessment process
- Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment
- Explain the value of reflective practice and continuing professional development in the assessment process
- Be able to plan the assessment of occupational competence
- Plan assessment of occupational competence based on the following methods:
- observation of performance in the work environment
- examining products of work
- questioning the learner
- discussing with the learner
- use of others (witness testimony)
- looking at learner statements
- recognising prior learning
- Communicate the purpose, requirements and processes of assessing occupational competence to the learner
- Plan the assessment of occupational competence to address learner needs and current achievements
- Identify opportunities for holistic assessment
- Plan assessment of occupational competence based on the following methods:
- Be able to make assessment decisions about occupational competence
- Use valid, fair and reliable assessment methods including:
- observation of performance
- examining products of work
- questioning the learner
- discussing with the learner
- use of others (witness testimony)
- looking at learner statements
- recognising prior learning
- Make assessment decisions of occupational competence against specified criteria
- Follow standardization procedures
- Provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and progression.
- Use valid, fair and reliable assessment methods including:
- Be able to provide required information following the assessment of occupational competence
- Maintain records of the assessment of occupational competence, its outcomes and learner progress
- Make assessment information available to authorised colleagues
- Follow procedures to maintain the confidentiality of assessment information.
- Be able to maintain legal and good practice requirements when assessing occupational competence
- Follow relevant policies, procedures and legislation for the assessment of occupational competence, including those for health, safety and welfare
- Apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational competence
- Evaluate own work in carrying out assessments of occupational competence
- Maintain the currency of own expertise and competence as relevant to own role in assessing occupational competence.
- Be able to prepare assessments of vocational skills, knowledge and understanding
- Select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements, including:
- assessments of the learner in simulated environments
- skills tests
- oral and written questions
- assignments
- projects
- case studies
- recognising prior learning
- Prepare resources and conditions for the assessment of vocational skills, knowledge and understanding
- Communicate the purpose, requirements and processes of assessment of vocational skills, knowledge and understanding to learners.
- Select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements, including:
- Be able to carry out assessments of vocational skills, knowledge and understanding
- Manage assessments of vocational skills, knowledge and understanding to meet assessment requirements
- Provide support to learners within agreed limitations
- Analyse evidence of learner achievement
- Make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria
- Follow standardization procedures
- Provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression.
- Be able to provide required information following the assessment of vocational skills, knowledge and understanding
- Maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress
- Make assessment information available to authorised colleagues as required
- Follow procedures to maintain the confidentiality of assessment information
- Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding
- Follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfare
- Apply requirements for equality and diversity and, where appropriate, bilingualism
- Evaluate own work in carrying out assessments of vocational skills, knowledge and understanding
- Take part in continuing professional development to ensure current expertise and competence in assessing vocational skills, knowledge and understanding
Unit 1: Understanding the Principles and Practices of Assessment
Assessed by short theory assignments x 7
Assignments can be presented in the format of tables,
Work documents can be used instead of theory assignments e.g. assessment reports, policies, procedures, assessment records etc
Unit 2: Assess Occupational Competence in the Work Environment
Work documents including:
2 x assessment plans, assessment evidence, self-evaluations.
Wherever possible we will work with you to fulfill the assessment criteria using your existing work evidence.
Unit 3: Assess Vocational Skills, Knowledge and Understanding
Work documents including:
2 x initial assessment paperwork, 4 x assessment plans using a different assessment method each, assessment records.
Wherever possible we will work with you to fulfill the assessment criteria using your existing work evidence.
NOCN
NOCN, also known as the Northern Open College Network have been operating in the UK for over 30 years. They have an international presence in India as well as expansion into Europe, Middle East and South Africa. They are a well-known, Ofqual regulated awarding body with over 2,500 UK centres and offer almost 400 credit-based qualifications on both NQF and QCF frameworks.
Their qualifications are spread over a wide variety of sectors and range from Entry Level to Level 5. They also endorse bespoke Training Programs and private training programs. With their strong focus on Equality and Diversity, they are the first awarding body to be given the “Leader in Diversity award.
Their head office is in Sheffield but they have a national presence and are a trusted and respected brand in UK post-compulsory education.
Laser
Laser Learning Awards are an Ofqual Regulated Awarding Body registered for over 27 years. They are based in London but have a national presence and provide accredited QCF qualifications across a range of sectors from Level 2 Security Courses to Level 5 Diploma in Education and Training.
They may not be the largest awarding organisation in the UK, but they deliver on their promise of providing the best customer service and are genuinely concerned about the learners as end-users. This is clear from their friendly staff, quick turnaround times and bespoke service to each individual centre and learner.
At the same time they have a strong commitment to Quality Assurance and ensuring all centres receive the feedback and support required to build sustainable, authentic and robust Quality Assurance Systems which in turn leads to high quality education.
Pearson
Pearson are an awarding organization that need no introduction. They are an internationally recognised and trusted brand in academic, general, work-based and professional qualifications. The Pearson group of companies boasts brands like Edexcel, BTEC, LCCI and EDI.
They are the largest awarding organisation in the UK regulated by Ofqual, offering a range of qualifications from GCSEs and A levels to NVQs, QCF vocational qualifications, apprenticeships, employment skills and more. The variety of sectors and qualifications they offer are impressive as well as providing recognition for bespoke training programs.
They have launched many valuable initiatives for example, the Pearson Teaching Awards, Pearson College and Policy Watch. They offer extensive information, support and guidance to their centres through their Edexcel Online portal as well as freely available qualification handbooks, reading lists and valuable teaching and learning resources.
Edexcel BTECH
Edexcel BTEC are well-known and trusted brand names in UK’s education sector. Both brands are part of the Pearson group of companies and between them they have a presence in over 70 countries world-wide, with 2.58 million learners registered for the BTEC qualifications in the 2013/2014 academic year.
Edexcel offer academic and general qualifications on a global scale including GCSEs, A levels, National Vocational Qualifications (NVQ’s) and Functional Skills. BTEC is one of the most globally recognized and trusted brands of practical, vocational and work-based skills for over 30 years. These qualifications range across a staggering variety of sectors and levels from Entry Level QCF and Functional Skills courses to Level 7 Diplomas.
The BTEC brand also includes the apprenticeship programs as well as qualifications which offer routes into Higher Education as well as leading directly to employment.
Hot Courses
Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here.Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here.
Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here. Hot courses contents goes here.
Association of First Aiders - AoFA.
ELN The E-Learning Network is approved and regulated by the Association of First Aiders (AoFA)
| ELN The E-Learning Network is AoFA approved for conducting and presenting the following HSE courses under the Association of First Aiders HSE approval no. 30/08 | AoFAQ Level 2 Award In Cardiopulmonary Resuscitation and Automated External Defibrillation (QCF) AoFAQ Level 3 Award in First Aid at Work (QCF) |
| ELN The E-Learning Network is AoFA approved for presenting the following, other training courses: | AoFAQ Level 2 Award in Food Safety in Catering (QCF) AoFAQ Level 2 Award in Principles and Practices of Manual Handling (QCF) AoFAQ Level 2 Award in Emergency First Aid At Work (QCF) AoFAQ Level 3 Award in Education and Training (QCF) AoFAQ Level 2 National Award in the Principles of Fire Safety and the Role of the Fire Marshall AoFAQ Level 2 Award in Health and Safety in the Workplace (QCF) AoFAQ Level 1 National Award in Food Safety in Catering AoFAQ Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice (QCF) AoFAQ Level 4 Award In the Internal Quality Assurance of Assessment Processes and Practice (QCF) |
| ELN The E-Learning Network is AoFA approved for conducting and presenting the following HSE courses under the Association of First Aiders HSE approval no. 30/08 | AoFAQ Level 2 Award In Cardiopulmonary Resuscitation and Automated External Defibrillation (QCF) AoFAQ Level 3 Award in First Aid at Work (QCF) |
| ELN The E-Learning Network is AoFA approved for conducting and presenting the following HSE courses under the Association of First Aiders HSE approval no. 30/08 | AoFAQ Level 2 Award In Cardiopulmonary Resuscitation and Automated External Defibrillation (QCF) AoFAQ Level 3 Award in First Aid at Work (QCF) |
| ELN The E-Learning Network is AoFA approved for conducting and presenting the following HSE courses under the Association of First Aiders HSE approval no. 30/08 | AoFAQ Level 2 Award In Cardiopulmonary Resuscitation and Automated External Defibrillation (QCF) AoFAQ Level 3 Award in First Aid at Work (QCF) |
Visit the Association of First Aiders here
2015 All Rights Reserved
Developed by Hectacon