The Importance of Involving the Learner and Others in the Assessment Process

• It is beneficial to the learner in the assessment process. This shows the transparency of the process and helps clarify the requirements of the qualification or awarding body. This will also show or explain to the learners the assessment methods and quantity of assessments that would be employed in their units. Providing these clarifications at appropriate intervals during the length of the courses motivates the students to plan effectively for the various units. For example, at the start of all my units, I discuss the specifications of those units and ensure students understand the contents of the units and how they will be assessed. After my discussion, the students complete a unit introduction document where I assess their understanding of the units’ contents, the assessment methods, the number of summative assessments, their planned grades, and the textbooks and resources that would be needed.

• In addition, other assessors can be involved to further improve the assessment process or make it more transparent. For example, when I taught a project/dissertation unit, I and a secondary assessor had to grade the work of the students. The average grade is then confirmed by the internal quality assurer.

• Involving the learners in the assessment process at the early stages of their courses can spur them to independently produce the pieces of evidence that would be required. This can make the process more efficient as the students take ownership of their qualifications. In my experience, students who are self-motivated prefer to have all the required information so that they can produce the required pieces of evidence. For example, when I assign the NVQ units to the students via the OneFile management system, they can see all the criteria of the units at once. This helps them start obtaining the information or evidence that would be required and be in control of the assessment process.

Reference/Bibliography

• Davies, A. and Stiling, L. (2021) TAQA – training assessment and quality assurance [PowerPoint presentation]. 22 October.

• Gravells, A. (2014) Achieving your assessment & quality assurance units (TAQA). 2nd edn. London: Learning Matters SAGE.

• Gonzalez, V. (2019) How we can fairly assess English learners. Available at:https://www.middleweb.com/41421/how-we-can-fairly-assess-english-learners/#:~:text=Reducing%20the%20language%20barrier%20when%20assessing%20students%20will,the%20literacy%20they%20have%20in%20their%20primary%20language (Accessed: 19 November 2021)