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Level 3 Award in Assessing Vocationally Related Achievement (Units 1 & 3)

Qualifies you to assess learners in a classroom or simulated environment.

Course Overview

Wondering how we will assess you during the COVID-19 lockdown? Read our ELN COVID-19 Assessment Strategy for more details. We will make sure we support you through to completion at this difficult time.

We offer 100% online delivery and assessment of the Level 3 Assessor Course – part of our robust Training, Assessment and Quality Assurance (TAQA) portfolio.

Please note our online Level 3 Assessor training qualifies you to assess most sectors and institutions in the Further Education and Lifelong Learning Sectors as well as any NVQ, QCF or RQF qualification your subject specialism. 

Practice should be in the appropriate context either with groups or with individuals on a regulated course. 

There must be evidence of the learner carrying out at least two assessments of two students' skills, knowledge and understanding (ie four assessments in total).

There must be performance evidence for at least three of the following assessment methods: assessments of the student in simulated environments skills tests, oral and written questions, assignments, projects, case studies and recognising prior learning. Other forms of evidence will be acceptable for the remaining assessment methods. 

Key details

This online Assessor qualification allows you to assess in the classroom only.

If you don't assess learners currently, then you should probably do the theory only unit L3 Award in Understanding Principles and Practices of Assessment.

If you assess your learners in the workplace but NOT the classroom then you should choose the L3 Award in Assessing Competence in the Work Environment. If you assess learners in the workplace AND in the classroom then please go for the Level 3 Certificate in Assessing Vocational Achievement (CAVA).

Pre-course requirements

This course is available for all candidates who fulfil the following criteria set by the Awarding Organisations:

Age range: 19+

Core skills: There are no formal entry requirements for this training course however candidate must have reading and writing skills in order to complete the course

Access to Internet using a laptop / pc / tablet using up to date Windows, Android or Apple operating systems.

Access to two learners who you can assess in the classroom. 

Course Brochure

Would you like to read in more detail what the ELN Level 3 Assessor courses entail? Download our course brochure now!

Your course Tutors

  • Cordelia Castle Cordelia Castle EFL Tutor

    Cordelia (aka Dee) supports students on our Assessor courses. She has many years of training experience both in workplace and college environments. She holds a number of qualifications in learning & development including the Level 5 Diploma in Education & Training, Certificate in Assessing Vocational Achievement and Level 4 Award in Internal Quality Assurance of Assessment Processes & Practice. She is also a mentor for The Girls Network Charity who inspire and empower girls from the least advantaged communities by connecting them with a mentor and a network of professional female role models.

Units and Learning Outcomes

  1. Understand the principles and requirements of assessment
    1. Explain the function of assessment in learning and development
    2. Define the key concepts and principles of assessment
    3. Explain the responsibilities of the assessor
    4. Identify the regulations and requirements relevant to assessment in own area of practice
  2. Understand different types of assessment method
    1. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners
  3. Understand how to plan assessment
    1. Summarise key factors to consider when planning assessment
    2. Evaluate the benefits of using a holistic approach to assessment
    3. Explain how to plan a holistic approach to assessment
    4. Summarise the types of risks that may be involved in assessment in own area of responsibility
    5. Explain how to minimize risks through the planning process
  4. Understand how to involve learners and others in assessment
    1. Explain the importance of involving the learner and others in the assessment process
    2. Summarise types of information that should be made available to learners and others involved in the assessment process
    3. Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning
    4. Explain how assessment arrangements can be adapted to meet the needs of individual learners.
  5. Understand how to make assessment decisions
    1. Explain how to judge whether evidence is sufficient, authentic, current
    2. Explain how to ensure that assessment decisions are made against specified criteria, valid, reliable, fair
  6. Understand quality assurance of the assessment process
    1. Evaluate the importance of quality assurance in the assessment process
    2. Summarise quality assurance and standardization procedures in own area of practice
    3. Summarise the procedures to follow when there are disputes concerning assessment in own area of practice
  7. Understand how to manage information relating to assessment
    1. Explain the importance of following procedures for the management of information relating to assessment
    2. Explain how feedback and questioning contribute to the assessment process
  8. Understand the legal and good practice requirements in relation to assessment
    1. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare
    2. Explain the contribution that technology can make to the assessment process
    3. Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment
    4. Explain the value of reflective practice and continuing professional development in the assessment process

    1. Be able to plan the assessment of occupational competence
      1. Plan assessment of occupational competence based on the following methods:
        1. observation of performance in the work environment
        2. examining products of work
        3. questioning the learner
        4. discussing with the learner
        5. use of others (witness testimony)
        6. looking at learner statements
        7. recognising prior learning
      2. Communicate the purpose, requirements and processes of assessing occupational competence to the learner
      3. Plan the assessment of occupational competence to address learner needs and current achievements
      4. Identify opportunities for holistic assessment
    2. Be able to make assessment decisions about occupational competence
      1. Use valid, fair and reliable assessment methods including:
        1. observation of performance
        2. examining products of work
        3. questioning the learner
        4. discussing with the learner
        5. use of others (witness testimony)
        6. looking at learner statements
        7. recognising prior learning
      2. Make assessment decisions of occupational competence against specified criteria
      3. Follow standardization procedures
      4. Provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and progression.
    3. Be able to provide required information following the assessment of occupational competence
      1. Maintain records of the assessment of occupational competence, its outcomes and learner progress
      2. Make assessment information available to authorised colleagues
      3. Follow procedures to maintain the confidentiality of assessment information.
    4. Be able to maintain legal and good practice requirements when assessing occupational competence
      1. Follow relevant policies, procedures and legislation for the assessment of occupational competence, including those for health, safety and welfare
      2. Apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational competence
      3. Evaluate own work in carrying out assessments of occupational competence
      4. Maintain the currency of own expertise and competence as relevant to own role in assessing occupational competence.

      Assessments

      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 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 fulfil the assessment criteria using your existing work evidence.

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      £225 £375 40%OFF

      14 day money back guarantee
      Loved by +1000s of happy customers
      4.8 Stars on Trustpilot