Chapter 1 - 9
removed or reduced this? The AWE points out that the assessor still has to apply his/her
own qualified opinion of the evidence that has been presented (in a way that is similar to
the CPD requirements used in any professional registration activity).
41.2.
As Shaun Dooley of the AWE points out, “The use of the ESA NOS removes the
'mystery' of what competence 'looks like' (the phrase is often heard that someone ‘doesn't
know what they are looking for but they know it when the see it’). The use of the ESA NOS
helps assessors to 'see' what they are looking for.” To be assessed against an ESA NOS
means that everyone is subject to the same requirements. “Working toward the ESA NOS
aligns everyone to achieving the same standards”, as Dave Nelson of Deflog VQ Trust
explained – a point with which Lars Erik Pettersson agreed “The candidates taking the
qualifications are pleased to be judged against the objective standard provided by the ESA
NOS and they understand the need to be assessed in detail against all the components of
the standards.”
41.3.
Whilst many people have experience of assessing people in general terms (e.g. for
performance appraisal purposes), few have experience of assessing people against such
specific technical standards as the ESA NOS. Historically, people have been inclined to be
judgmental, but “this structured approach [means] greater objectivity … your judgment is a
lot more finite because the detail is in the standards and this makes it easier”, as Ken Cross
(of PICRITE Ltd and a qualifications assessor and internal verifier) put it. This approach
certainly helps to remove the sensitivity of the appraisal process.”
42.
There are two principal processes for assessment against occupational standards: first, the direct
observation of the candidate’s performance and knowledge in the workplace; second, the
recognition or accreditation of prior experience and learning. These processes are shown in the
following diagram and explained in detail in the
Step-by-Step Guide to the Implementation of
Occupational Standards
appended to this handbook.
Chapter 1 - 10
Figure 4. Assessment processes
43.
Crucial to the acceptance of these qualifications is the principle of external verification, as part
of a robust governance framework. Such a qualification governance framework is used by the UK
and includes:
43.1.
Regulator – the organisation that works on behalf of government to ensure the
quality and rigour of qualifications.
43.2.
Standards Setting Body – an industry-led group of experts that meets regularly to set
and maintain Occupational Standards.
43.3.
Awarding Organisation – a body that is regulated by the regulator and which designs
and provides quality assurance of qualifications.
43.4.
External Verifier (EV) – a SQEP individual who accredits qualification centres and
conducts quality assurance audits on those centres for the awarding organisation.
43.5.
Qualifications Centres – organisations that are accredited by the awarding
organisation for the delivery and assessment of its qualifications.
43.6.
Internal Verifier (IV) (also known as Internal Quality Assurer or IQA) – an
occupationally SQEP individual verifies the quality and consistency of assessment of one or
more assessors on behalf of the qualifications centre.
Chapter 1 - 11
43.7.
Assessor – an occupationally SQEP individual who assesses one or more candidates’
competence against the required NOS.
43.8.
Qualifications.
43.9.
Recognition of prior experience and learning.
43.10.
Education and training.
44.
Evidence can take almost any form and some of the most commonly accepted are:
44.1.
Observation. The assessor observes the learner undertaking the activity in the
workplace and makes comments on what is observed.
44.2.
Witness Testimony. The assessor requests a statement from one or more of the
learner’s colleagues, line management or others, e.g. customer or other independent,
reliable witness, that explains that the witness has observed the learner doing their job to
an accepted standard and in accordance with organisational procedures. The assessor then
makes a judgement of which element(s) of the relevant Standard(s) are covered and that
the required standards have been met.
44.3.
Written questions. The assessor provides the learner with one or more written
questions that are intended to allow the learner to demonstrate their knowledge of an
element of the Standard or to explain their actions in a process or procedure that it is not
possible to observe, for example, an emergency procedure. Questions may be provided
before or after an observation.
44.4.
Verbal questions. The assessor asks the learner questions during or after an
observation, or as part of a professional discussion. The aim is usually for the learner to be
able to explain their actions, a process or procedure or the policies, regulations or the like
that form the framework for their work.
44.5.
Professional Discussion. The assessor and candidate enter into a structured
dialogue, which is recorded in notes and often in an audio or video recording. The
professional discussion enables the participants to explore complex ideas or processes and
is particularly useful for candidates who are not comfortable with written questions.
44.6.
Assignment/project. The assessor sets the learner an assignment or project which
will usually result in some useful document or practice for the learner’s organisation. This
type of evidence is common in some of the higher-level qualifications, for example in
reviewing an organisation’s explosives safety policy.
44.7.
Test. The assessor sets the learner a written or practical test to tease out particular,
little-used, knowledge or skills that are a required part of meeting a Standard but so
infrequently used in the workplace that the timeframe for assessment wold not be
acceptable.
Dostları ilə paylaş: |