Understanding the principles and practices of assessment — Open Awards Vocationally-Related Qualification Teaching & Education Revision

    This subtopic provides a comprehensive grounding in the essential principles that underpin effective assessment, including planning, methods, decision-maki

    Topic Synopsis

    This subtopic provides a comprehensive grounding in the essential principles that underpin effective assessment, including planning, methods, decision-making, and quality assurance. Learners explore the practical application of these concepts to ensure assessments are fair, valid, and reliable, while meeting legal and regulatory requirements. Mastery of these principles is crucial for anyone involved in assessing vocational competence, as it ensures that assessment decisions are defensible and that learners' achievements are accurately recorded.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Understanding the principles and practices of assessment

    OPEN AWARDS
    vocational

    This subtopic provides a comprehensive grounding in the essential principles that underpin effective assessment, including planning, methods, decision-making, and quality assurance. Learners explore the practical application of these concepts to ensure assessments are fair, valid, and reliable, while meeting legal and regulatory requirements. Mastery of these principles is crucial for anyone involved in assessing vocational competence, as it ensures that assessment decisions are defensible and that learners' achievements are accurately recorded.

    9
    Learning Outcomes
    38
    Assessment Guidance
    41
    Key Skills
    9
    Key Terms
    47
    Assessment Criteria

    Assessment criteria

    Open Awards Level 3 Award in Understanding the Principles and Practices of Assessment (RQF)
    Open Awards Level 3 Award in Assessing Vocationally Related Achievement (RQF)
    Open Awards Level 3 Award in Assessing Competence in the Work Environment (RQF)
    Open Awards Level 3 Certificate in Assessing Vocational Achievement (RQF)
    Open Awards Level 3 Award in Education and Training (RQF)

    Topic Overview

    The Open Awards Level 3 Award in Understanding the Principles and Practices of Assessment (RQF) is a foundational qualification for anyone looking to become a qualified assessor in education, training, or vocational settings. This unit focuses on the key principles, legal requirements, and best practices that underpin effective assessment. You will explore different types of assessment (initial, formative, summative), the roles and responsibilities of an assessor, and how to ensure assessment is fair, valid, and reliable. Understanding these principles is essential for maintaining quality assurance and supporting learner progress.

    This award is part of the Assessor qualifications suite and is often the first step towards the Level 3 Certificate in Assessing Vocational Achievement (CAVA). It provides the theoretical knowledge needed to plan, conduct, and evaluate assessments in a variety of contexts, including workplaces, classrooms, and training centres. By mastering these principles, you will be equipped to make informed decisions about learner evidence, provide constructive feedback, and uphold the integrity of the assessment process.

    In the wider subject of Teaching & Education, assessment is a critical component of the teaching cycle. This unit complements other qualifications in lesson planning, delivery, and evaluation. It ensures that you can not only teach but also accurately measure and support learner achievement. Whether you are assessing apprentices in a vocational setting or students in a classroom, the principles covered here are universally applicable and form the backbone of professional assessment practice.

    Key Concepts

    Core ideas you must understand for this topic

    • →Principles of assessment: fairness, reliability, validity, transparency, and inclusivity – these must underpin all assessment activities to ensure they are credible and equitable.
    • →Types of assessment: initial (diagnostic), formative (ongoing), and summative (final). Each serves a different purpose in the learning journey and requires different approaches.
    • →Roles and responsibilities of the assessor: planning assessments, making judgements, providing feedback, maintaining records, and adhering to legal and regulatory requirements (e.g., equality, data protection).
    • →Assessment methods: observation, questioning, professional discussion, witness testimony, and portfolio review – each method has strengths and limitations depending on the context.
    • →Quality assurance: internal and external verification processes that ensure assessments are consistent and meet national standards.

    Learning Objectives

    What you need to know and understand

    • Understand the principles and requirements of assessment, Understand different types of assessment method, Understand how to plan assessment, Understand how to involve learners and others in assessment, Understand how to make assessment decisions, Understand quality assurance of the assessment process, Understand how to manage information relating to assessment, Understand the legal and good practice requirements in relation to assessment
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.
    • Understand the principles and requirements of assessment, Understand different types of assessment method, Understand how to plan assessment, Understand how to involve learners and others in assessment, Understand how to make assessment decisions, Understand quality assurance of the assessment process, Understand how to manage information relating to assessment, Understand the legal and good practice requirements in relation to assessment
    • Understand the principles and requirements of assessment, Understand different types of assessment method, Understand how to plan assessment, Understand how to involve learners and others in assessment, Understand how to make assessment decisions, Understand quality assurance of the assessment process, Understand how to manage information relating to assessment, Understand the legal and good practice requirements in relation to assessment
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.
    • Understand the principles and requirements of assessment, Understand different types of assessment method, Understand how to plan assessment, Understand how to involve learners and others in assessment, Understand how to make assessment decisions, Understand quality assurance of the assessment process, Understand how to manage information relating to assessment, Understand the legal and good practice requirements in relation to assessment
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating a clear understanding of the purpose of assessment, including formative and summative roles, and how they align with qualification standards.
    • Award credit for accurately comparing different assessment methods (e.g., observation, questioning, portfolios) with reference to their strengths, limitations, and suitability for different contexts.
    • Award credit for producing an assessment plan that includes valid and reliable methods, clear criteria, and appropriate timing, while involving learners and other stakeholders.
    • Award credit for explaining how to make assessment decisions based on sufficient evidence against specified criteria, including handling borderline cases.
    • Award credit for describing quality assurance procedures such as standardization, internal verification, and appeals, and how they ensure consistency.
    • Award credit for outlining legal requirements like equality and diversity, data protection, and health and safety, integrated into assessment practice.
    • Award credit for demonstrating an understanding of the key principles of assessment, including validity, reliability, fairness, and comparability, and how these apply to different assessment contexts.
    • Award credit for accurately describing a range of assessment methods (e.g., observation, questioning, professional discussion) and evaluating their strengths and limitations for specific learning outcomes.
    • Award credit for producing a coherent assessment plan that specifies methods, timing, resources, and involvement of appropriate parties to meet the needs of the learner and the qualification.
    • Award credit for explaining strategies to involve learners and others (e.g., peers, workplace supervisors) in the assessment process, including how to provide constructive feedback and set targets.
    • Award credit for making sound assessment decisions based on clearly defined criteria, valid evidence, and adherence to assessment policies, ensuring consistency and fairness.
    • Award credit for recognising the role and importance of quality assurance mechanisms (such as internal and external verification) in maintaining the integrity of the assessment process.
    • Award credit for managing assessment information in line with data protection regulations, confidentiality, and organisational policies, ensuring secure storage and appropriate sharing of records.
    • Award credit for identifying and complying with relevant legal, regulatory, and good practice requirements, including equality, diversity, and health and safety, within the assessment context.
    • Award credit for accurate definitions and comparisons of assessment types (e.g., initial, formative, summative, diagnostic) with clear vocational examples.
    • Look for evidence that the candidate explains how assessment methods (e.g., observation, product evidence, questioning) are chosen to match learning outcomes and individual needs.
    • Require demonstration of how learners and others (e.g., peers, employers) are actively involved in planning and reviewing their assessment process.
    • Assess the candidate’s ability to make valid and reliable assessment decisions by referencing specific assessment criteria and recording reasoned judgements.
    • Expect clear links to quality assurance procedures, including how standardization, sampling, and internal/external verification maintain assessment integrity.
    • Check that legal and good practice requirements (e.g., GDPR, equality, health and safety) are explicitly applied to information management and assessment practice.
    • Award credit for clearly explaining how to ensure assessment decisions are valid, authentic, sufficient, and reliable, referencing relevant assessment strategies.
    • Award credit for demonstrating understanding of how to involve learners and other stakeholders (e.g., workplace supervisors) in the assessment process through planning and feedback.
    • Award credit for outlining the roles and responsibilities of the assessor in relation to quality assurance, including standardization activities and dealing with appeals.
    • Award credit for demonstrating a clear distinction between formative (ongoing feedback) and summative (final judgement) assessment types.
    • Evidence must show that the assessment plan specifies appropriate methods (e.g., observation, professional discussion, witness testimony) matched to the unit standards and assessment criteria.
    • Look for active involvement of the learner and other stakeholders (e.g., employers, peers) in the planning and review stages, with documented records of their input.
    • Assessment decisions must be justified with reference to valid, authentic, current, and sufficient evidence, and clearly mapped to learning outcomes.
    • The candidate must explain how they would contribute to internal quality assurance (IQA) processes, such as standardisation meetings or peer reviews, to ensure consistency.
    • Explain key assessment principles such as validity, reliability, and fairness.
    • Identify different assessment methods and their suitability.
    • Describe how to involve learners and others in the assessment process.
    • Outline quality assurance procedures and legal requirements.
    • Award credit for demonstrating clear understanding of the principles of assessment: validity, reliability, fairness, and comparability, with practical examples.
    • Award credit for accurately comparing strengths and limitations of at least three different assessment methods (e.g., observation, questioning, professional discussion) in relation to specific learning outcomes.
    • Award credit for outlining a structured plan for assessment that includes initial assessment, holistic planning, and reasonable adjustments to meet individual learner needs.
    • Award credit for explaining strategies to actively involve learners and other stakeholders (e.g., employers, mentors) in the assessment process, including how to give constructive feedback.
    • Award credit for describing the decision-making process, including how to judge evidence against agreed assessment criteria and ensure sufficiency and authenticity.
    • Award credit for explaining the role of quality assurance activities such as standardization, internal verification, and external moderation in maintaining assessment standards.
    • Award credit for detailing effective practices for managing assessment records, including confidentiality, data protection and secure storage in line with organizational and legal requirements.
    • Award credit for referencing key legislation and codes of practice (e.g., Equality Act, GDPR, health and safety) and explaining their impact on assessment.
    • Award credit for demonstrating a clear distinction between formative and summative assessment, with appropriate examples of each in vocational contexts.
    • Award credit for justifying assessment decisions by mapping evidence directly to specified assessment criteria and relevant standards.
    • Award credit for outlining a robust quality assurance cycle that includes standardisation activities, internal verification, and the handling of appeals.
    • Award credit for explaining how to maintain confidentiality and data protection in line with GDPR when managing assessment records.
    • Award credit for demonstrating clear knowledge of assessment types (initial, formative, summative) and how they support learning, with appropriate selection of methods (observation, questioning, product evidence).
    • Expect a detailed assessment plan showing how learners and others (peers, workplace supervisors) are involved, with justified adaptations to meet individual needs.
    • Credit must be given for explaining the assessment decision-making process, including judging evidence against criteria, ensuring fairness, validity, and reliability, and describing quality assurance activities (standardisation, verification).

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡For written assignments, always relate theory to your own practice or a case study to demonstrate application; use concrete examples from your vocational setting.
    • 💡When answering questions on assessment methods, structure your response by first defining the method, then discussing its advantages, disadvantages, and a specific example of when it would be appropriate.
    • 💡In tasks requiring plans or records, ensure they meet real-world standards: include timelines, responsibilities, and explicit references to assessment criteria.
    • 💡Show your understanding of the importance of holistic assessment by explaining how involving learners can motivate them and lead to more authentic evidence.
    • 💡Familiarize yourself with the key legal terms: Equality Act 2010, GDPR, Health and Safety at Work Act, and how they specifically impact assessment—mention them explicitly.
    • 💡For quality assurance, don't just list procedures; explain why each step is necessary and what could go wrong if omitted, e.g., drift in assessor judgments.
    • 💡When responding to assessment tasks, always reference the specific principles (VACSR: validity, authenticity, currency, sufficiency, and reliability) and explain how you have applied them in your own practice.
    • 💡Use real examples from your own experience to illustrate how you implemented assessment plans, involved learners, and made decisions, as this demonstrates practical understanding.
    • 💡Be clear about the distinction between formative and summative assessment and show how each supports the learner’s journey and meets organisational requirements.
    • 💡In any discussion of quality assurance, identify the key roles and responsibilities at each stage (assessor, IV, EV) and explain how they contribute to the overall quality cycle.
    • 💡When addressing legal requirements, explicitly mention relevant legislation such as the Equality Act 2010, GDPR, and health and safety regulations, and give concrete examples of how you comply.
    • 💡For managing information, outline the systems you use (e.g., e-portfolios, paper records) and how you ensure security, confidentiality, and compliance with data protection policies.
    • 💡Always map your own assessment decisions back to the specific unit criteria using the exact wording from the awarding body’s qualification handbook.
    • 💡Use the cyclical nature of assessment planning, action, review, and feedback to structure both written assignments and professional discussions.
    • 💡When writing about involving learners, give concrete examples such as initial assessment interviews, target-setting meetings, or feedback dialogue logs.
    • 💡Show understanding of quality assurance by referencing your role in internal standardization meetings and how you act on verifier feedback.
    • 💡Discuss legal requirements by naming specific legislation (e.g., Equality Act 2010) and illustrate compliance with examples from your practice.
    • 💡Always link your answers to the relevant assessment cycle stages and key concepts such as validity, authenticity, currency, and sufficiency (VACSR).
    • 💡Use practical examples from your own vocational area to illustrate how you would apply the principles, as this demonstrates applied understanding.
    • 💡Ensure you reference the appropriate legislation (e.g., GDPR, Equality Act) and regulatory body requirements (e.g., Ofqual) throughout your responses.
    • 💡When answering scenario-based questions, always map your assessment approach back to the specific unit standards and provide a clear rationale for your choice of methods.
    • 💡Use the VACSR (Valid, Authentic, Current, Sufficient, Reliable) checklist to structure your evaluation of evidence in written assignments.
    • 💡Demonstrate an understanding of the entire assessment cycle—from planning through to feedback and review—by referencing real or simulated case studies in your portfolio.
    • 💡Use real-world examples to illustrate assessment principles.
    • 💡Ensure you understand the difference between assessment types.
    • 💡Refer to current assessment regulations and standards.
    • 💡In written assignments, use 'assessor speak' terminology: refer to 'assessment criteria', 'evidence', 'competence', 'validity', and 'authenticity' to demonstrate your understanding of the assessor role.
    • 💡When discussing assessment decisions, always mention the need for objective judgment based on assessment criteria, not personal opinion. Use phrases like 'judging evidence against defined standards'.
    • 💡Provide concrete examples from your own vocational area to illustrate planning, methods, and feedback; this shows application of principles to practice.
    • 💡For questions on legal requirements, explicitly name relevant legislation (e.g., ‘The Equality Act 2010’) and link it directly to an assessment practice, such as making reasonable adjustments.
    • 💡Structure your responses clearly: for each principle, state what it is, why it’s important, and how you would apply it in your assessment practice.
    • 💡Always cross-reference your written accounts and reflective pieces against every learning outcome to ensure full coverage and to avoid gaps in evidence.
    • 💡Use specific, real-world examples from your own assessing practice (or simulated practice) to demonstrate applied understanding rather than purely theoretical descriptions.
    • 💡For professional discussions or oral questioning, prepare by linking your experiences directly to the key principles of assessment, such as how you ensured validity, sufficiency, and authenticity.
    • 💡When explaining quality assurance, refer to the regulatory requirements of your specific awarding organisation and how you would implement them in your role.
    • 💡Always link your responses back to the unit’s learning outcomes and provide concrete examples from your own teaching practice.
    • 💡When discussing assessment methods, justify your choices by referencing learner needs, subject requirements, and organisational policies.
    • 💡For the quality assurance section, explain your active role in standardisation meetings and how you have used feedback from verifiers to improve your practice.
    • 💡When answering questions about principles, always link them to real assessment scenarios. For example, explain how you would ensure validity by aligning assessment methods with learning outcomes.
    • 💡Use the acronym 'VERA' (Valid, Ethical, Reliable, Accessible) to remember key principles. Examiners look for clear, structured explanations that show you can apply theory to practice.
    • 💡Don't just list types of assessment – explain their purposes and give examples of when you would use each. This demonstrates deeper understanding.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing formative assessment with summative assessment, or failing to explain how formative assessment informs future learning.
    • Selecting inappropriate assessment methods for the evidence required, e.g., using a written test to assess a practical skill.
    • Neglecting to involve learners in the planning process, thus missing opportunities for holistic assessment.
    • Assuming that assessment decisions are solely based on tick-box criteria without considering sufficiency, authenticity, and currency of evidence.
    • Overlooking the importance of maintaining up-to-date records in line with data protection, leading to potential breaches.
    • Misunderstanding the role of internal and external quality assurance, thinking it only applies to summative assessment.
    • Confusing assessment methods (e.g., observation) with assessment instruments (e.g., checklists) and failing to align the chosen method with the type of evidence required.
    • Failing to involve learners actively in the assessment process, such as not negotiating assessment plans or providing insufficient opportunities for self-assessment and reflection.
    • Making assessment decisions based on assumptions about the learner's ability rather than focusing strictly on the evidence presented, leading to inconsistent or biased judgments.
    • Neglecting to maintain accurate and confidential records of assessment decisions, feedback, and tracking, which can compromise the audit trail and quality assurance.
    • Overlooking the legal obligations around data protection and confidentiality when sharing assessment information with others, risking breaches of GDPR or similar regulations.
    • Assuming that quality assurance is solely the responsibility of the assessor, without understanding the roles of internal verifiers, external verifiers, and standardisation activities.
    • Confusing formative assessment (developmental) with summative assessment (final judgement) or failing to use the terminology correctly in written accounts.
    • Neglecting to reference the relevant assessment strategy or exceeding the permissible evidence types for the qualification.
    • Overlooking the need to negotiate and record individual assessment plans with learners, instead assuming a one-size-fits-all approach.
    • Recording assessment decisions without sufficient detail to show how the evidence maps to criteria, leading to audit trail weaknesses.
    • Disregarding data protection when storing or sharing assessment records, e.g., using unsecured cloud storage without learner consent.
    • Treating quality assurance as solely the responsibility of the internal verifier rather than understanding the assessor’s role in self-audit and improvement.
    • Confusing different assessment methods and their suitability for different types of evidence (e.g., using observation for knowledge-based criteria).
    • Failing to recognize the importance of confidentiality and data protection when managing assessment records.
    • Assuming that assessment decisions are made in isolation, without understanding the role of internal quality assurance and the need for collaboration.
    • Confusing the purpose of initial assessment (prior learning) with continuing assessment (progress check) and diagnostic assessment (specific skill gaps).
    • Failing to link assessment methods directly to the learning outcomes, leading to insufficient or irrelevant evidence collection.
    • Overlooking the need to adapt assessment methods for individual learner needs without compromising the assessment criteria; for example, ignoring requested reasonable adjustments.
    • Not maintaining clear audit trails for assessment decisions, making it difficult to demonstrate how judgements were reached and how evidence meets requirements.
    • Assuming that quality assurance is solely the responsibility of the IQA, rather than actively engaging in self-assessment and peer review.
    • Confusing formative and summative assessment.
    • Overlooking the importance of involving learners in assessment planning.
    • Neglecting to reference relevant legislation and good practice.
    • Confusing the definitions of validity and reliability; often students state that a valid assessment is one that is reliable, rather than understanding validity as measuring what it intends to measure and reliability as consistency of results.
    • Focusing only on the assessment method without linking it to the evidence it generates, e.g., listing 'observation' without explaining what type of evidence it produces and its appropriateness for specific skills.
    • Involving learners superficially, such as just getting them to sign a plan, rather than genuinely collaborating with them to set goals and agree assessment methods.
    • Overlooking the importance of confidentiality when managing assessment records; assuming that any storage is fine without considering data protection principles.
    • Believing that quality assurance is only the assessor's job, not recognizing the roles of internal and external quality assurers.
    • Confusing the concepts of validity (assessing what is intended) with reliability (consistency of assessment decisions across different assessors or occasions).
    • Treating learner involvement in assessment as a one-off discussion rather than an ongoing, collaborative process throughout the learning journey.
    • Assuming that all assessment evidence must be generated independently by the learner, neglecting the value of holistic assessment and naturally occurring evidence.
    • Overlooking the requirement to provide learners with clear, constructive feedback that identifies not just what was achieved but how they can progress.
    • Confusing formative and summative assessment, or using a one-size-fits-all method without considering learner context.
    • Overlooking the requirement to involve learners in the assessment process, thereby missing opportunities for self-assessment and peer feedback.
    • Neglecting to document assessment decisions and feedback clearly, which compromises transparency and the learner's ability to improve.
    • Misconception: Formative assessment is just 'practice' and doesn't count. Correction: Formative assessment is crucial for learning; it provides ongoing feedback that helps learners improve and informs your teaching adjustments.
    • Misconception: All assessment evidence must be written. Correction: Evidence can be in many forms, including video, audio, photographs, or witness statements, as long as it is authentic and sufficient.
    • Misconception: The assessor's role is only to judge. Correction: The assessor also supports learners, explains assessment criteria, and provides constructive feedback to help them progress.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •A basic understanding of the teaching and learning cycle (plan, deliver, assess, evaluate) is helpful.
    • •Familiarity with the concept of learning outcomes and assessment criteria will make it easier to grasp how assessments are designed.
    • •Some experience in an educational or training setting (even as a learner) can provide useful context, but it is not essential.

    Key Terminology

    Essential terms to know

    • Understand the principles and requirements of assessment, Understand different types of assessment method, Understand how to plan assessment, Understand how to involve learners and others in assessment, Understand how to make assessment decisions, Understand quality assurance of the assessment process, Understand how to manage information relating to assessment, Understand the legal and good practice requirements in relation to assessment
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.
    • Understand the principles and requirements of assessment, Understand different types of assessment method, Understand how to plan assessment, Understand how to involve learners and others in assessment, Understand how to make assessment decisions, Understand quality assurance of the assessment process, Understand how to manage information relating to assessment, Understand the legal and good practice requirements in relation to assessment
    • Understand the principles and requirements of assessment, Understand different types of assessment method, Understand how to plan assessment, Understand how to involve learners and others in assessment, Understand how to make assessment decisions, Understand quality assurance of the assessment process, Understand how to manage information relating to assessment, Understand the legal and good practice requirements in relation to assessment
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.
    • Understand the principles and requirements of assessment, Understand different types of assessment method, Understand how to plan assessment, Understand how to involve learners and others in assessment, Understand how to make assessment decisions, Understand quality assurance of the assessment process, Understand how to manage information relating to assessment, Understand the legal and good practice requirements in relation to assessment
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.
    • Understand the principles and requirements of assessment.Understand different types of assessment method.Understand how to plan assessment.Understand how to involve learners and others in assessment.Understand how to make assessment decisions.Understand quality assurance of the assessment process.Understand how to manage information relating to assessment.Understand the legal and good practice requirements in relation to assessment.

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