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El. knyga: Vocational Assessor Handbook: Including a Guide to the QCF Units for Assessment and Internal Quality Assurance (IQA)

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  • Formatas: 312 pages
  • Išleidimo metai: 03-May-2019
  • Leidėjas: Kogan Page Ltd
  • Kalba: eng
  • ISBN-13: 9780749484750
Kitos knygos pagal šią temą:
Vocational Assessor Handbook: Including a Guide to the QCF Units for Assessment and Internal Quality Assurance (IQA)Didesnis paveikslėlis
  • Formatas: 312 pages
  • Išleidimo metai: 03-May-2019
  • Leidėjas: Kogan Page Ltd
  • Kalba: eng
  • ISBN-13: 9780749484750
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Understand the fundamentals of the assessment and verification of vocational learning with this complete overview of the principles and practices involved.

Fully revised and updated, this seventh edition of The Vocational Assessor Handbook includes new guidance on end-point assessment of the new apprenticeship standards as well as the latest information on regulations and qualifications. This comprehensive guide contains the units and practical explanation for each stage of assessment and verification practice and is the only book for assessors and verifiers of vocational qualifications. This book is indispensable reading for anyone involved in vocational education or apprenticeships.

Packed with the most up-to-date, detailed and reliable information, The Vocational Assessor Handbook (previously published as The NVQ Assessor, Verifier and Candidate Handbook) contains a detailed guide to QCF units for assessment and internal quality assurance (verification). For UK assessors of QCF qualifications and NVQs, verifiers, school and FE college teachers, providers of training and work-based learning, assessors of apprenticeships and those working towards PTLLS, CTLLS, DTLLS teaching qualifications. This complete guide is essential for qualification and ongoing practice throughout your career, enabling you to:
-Understand the principles and practices of assessment (Knowledge and Understanding Unit)
-Assess occupational competence in the work environment
-Assess vocational skills, knowledge and understanding
-Understand the principles and practices of internally assuring the quality of assessment (Knowledge and Understanding Unit)
-Plan, allocate and monitor work in your own area of responsibility

Recenzijos

"The plain English guide to the assessment process with excellent examples. I am sure this book will be the standard guide for many years to come." * Alexander Graham, former Chair, Training and Development Lead Body (about previous edition) * "Now more than ever, there is a general recognition that education and training lie at the heart of our economic and social futures. This book will help support effective training through effective assessment and quality assurance, and so help the investment we all make stretch even further and achieve even more in these straitened times." * Rob Wye, Chief Executive, Learning and Skills Improvement Service (about previous edition) *

List of figures and tables viii
Preface x
Acknowledgements xi
Introduction to using this book 1(4)
Part One Setting the scene 5(20)
Introduction
5(1)
1 The drive for a skilled workforce
6(8)
Education and the skills gap
6(2)
A brief history of vocational education and training
8(1)
Policy affecting vocational education since 2010: addressing the skills gap
9(1)
Addressing the skills gap in compulsory education
10(1)
Addressing the skills gap in post-compulsory vocational education
10(2)
The further education and skills sector: education and training providers
12(2)
2 Overview of vocational qualifications and the QCF
14(6)
Qualifications and Credit Framework
15(1)
National Vocational Qualifications and the QCF
16(1)
National Occupational Standards (NOS)
17(1)
Apprenticeships
17(1)
Funding for qualifications: learners and candidates
18(1)
QCF assessment standards for assessors, quality-assurance staff, teachers and trainers: the assessment of vocational and work-based qualifications
18(1)
QCF assessor qualifications and post-16 teacher training
19(1)
3 National standards and qualifications development, delivery and regulation
20(5)
Awarding organizations
20(2)
Approved centres
22(1)
Regulation of qualifications
22(1)
Monitoring of qualifications through inspection
22(3)
Part Two Preparing to do the units: being a candidate 25(24)
Introduction
25(1)
4 Making a good start
26(2)
The candidate as an active participant
26(2)
5 Starting your course or qualification
28(4)
Pre-course/qualification information, guidance and advice
28(1)
Initial assessment
29(1)
Enrolment, registration and induction
30(1)
Using a mentor
31(1)
6 Assessment planning
32(8)
Candidates assessed in the work environment
33(1)
Being questioned
34(2)
Receiving feedback
36(1)
Sources and purposes of evidence
36(4)
7 Presenting your work
40(4)
Recording your sources and avoiding plagiarism
40(1)
Organizing your evidence
41(2)
Electronic evidence and portfolios
43(1)
8 Checking you are on track for certification
44(3)
If things go wrong
46(1)
Conclusion
47(2)
Part Three Guidance on units for assessment and quality assurance 49(208)
Introduction: overview of the units
49(6)
Section one Units for assessors
55(149)
Unit 1 Understanding the principles and practices of assessment
55(108)
Learning outcomes
1 Understand the principles and requirements of assessment
56(25)
2 Understand different types of assessment method
81(31)
3 Understand how to plan assessment
112(21)
4 Understand how to involve learners and others in assessment
133(7)
5 Understand how to make assessment decisions
140(4)
6 Understand own contribution to the quality assurance of assessment
144(6)
7 Understand how to manage information relating to assessment of occupational competence
150(6)
8 Understand the legal and good practice requirements in relation to assessment
156(7)
Unit 2 Assess occupational competence in the work environment
163(21)
Learning outcomes
1 Be able to plan the assessment of occupational competence
164(6)
2 Be able to make assessment decisions about occupational competence
170(6)
3 Be able to provide required information following the assessment of occupational competence
176(3)
4 Be able to maintain legal and good practice requirements when assessing occupational competence
179(5)
Unit 3 Assess vocational skills, knowledge and understanding
184(20)
Learning outcomes
1 Be able to prepare assessments of vocational skills, knowledge and understanding
185(6)
2 Be able to carry out assessments of vocational skills, knowledge and understanding
191(6)
3 Be able to provide required information following the assessment of vocational skills, knowledge and understanding
197(2)
4 Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding
199(5)
Section two Units for internal quality assurers
204(53)
Unit 4 Understanding the principles and practices of internally assuring the quality of assessment
204(34)
Learning outcomes
1 Understand the context and principles of internal quality assurance
205(10)
2 Understand how to plan the internal quality assurance of assessment
215(5)
3 Understand techniques and criteria for monitoring the quality of assessment internally
220(4)
4 Understand how to internally maintain and improve the quality of assessment
224(5)
5 Understand how to manage information relevant to the internal quality assurance of assessment
229(4)
6 Understand the legal and good practice requirements for the internal quality assurance of assessment
233(5)
Unit 5 Internally assure the quality of assessment
238(20)
Learning outcomes
1 Be able to plan the internal quality assurance of assessment
239(2)
2 Be able to internally evaluate the quality of assessment
241(7)
3 Be able to internally maintain and improve the quality of assessment
248(3)
4 Be able to manage information relevant to the internal quality assurance of assessment
251(2)
5 Be able to maintain legal and good practice requirements when internally monitoring and maintaining the quality of assessment
253(4)
Part Four Coordinating internal quality assurance 257(16)
Unit 8 Plan, allocate and monitor work in own area of responsibility
258(15)
Learning outcomes
1 Be able to produce a work plan for own area of responsibility
259(6)
2 Be able to allocate and agree responsibilities with team members
265(4)
3 Be able to monitor the progress and quality of work in own area of responsibility and provide feedback
269(2)
4 Be able to review and amend plans of work for own area of responsibility and communicate changes
271(2)
A final word 273(1)
Appendix 1: Major changes affecting vocational education and its assessment since the 1980s 274(7)
Appendix 2: Relevant legislation 281(3)
Appendix 3: Official bodies concerned with quality assurance 284(2)
Abbreviations for departments and organizations 286(3)
Supporting materials 289(3)
Index 292
Ian Greer has over 30 years experience in the field of vocational education and training. He has been a lecturer and senior manager in two of England's largest further education colleges, an External Verifier and Examiner for City & Guilds and Quality Advisor for the Learning + Skills council. Since 2008, the author has been involved with international projects in Europe, the Middle East, Africa and Asia. Most recently, he has been delivering Vocational Teacher Training on a UNESCO-funded project in Botswana and Zambia, and EU Projects on Quality Assurance for Vocational Schools in Central Europe.
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