UAH-1002071 (Partial)

“Learning Outcome 5: Understand How to Make Assessment Decisions” “5.1

Explain How to Judge Whether Evidence Is:

A) Sufficient B) Authentic C) Current” When evaluating work with classmates to make sure requirements are met through referencing, people know the job is adequate compared to previous/ excellent job. They discuss with other teachers who have taught/assessed other students' work. The utilisation of Plagiarism Checker software to verify the work's authenticity and ensure all students sign the form to confirm that all papers are theirs before submitting (Ewald, 2017). Before any assessment decision is made, a document must be signed to prove a candidate. Students will be advised at the start of their homework and at a briefing about the procedures they will have to go through if they find that they are using other people's work without being correctly referenced from Harvard. Students should use the methods learned on entry to prevent plagiarism and prepare them best for higher education. When one submits an article based on skills in the field, the article is considered the most recent article. If one is unsure about an article's relevance, usefulness, or popularity, one will consult colleagues before deciding on a rating (Clark et al., 2018). Suppose that the practices related to evaluation activities have changed since the evidence was generated. In this case, learners can provide feedback explaining the need to use contemporary/relevant industry examples. “5.2

Explain How to Ensure That Assessment Decisions Are:

A) Made Against Specified Criteria B) Valid

C) Reliable D) Fair” It is essential to ensure that all attributions and testing standards are directly related to the regulatory requirements of the relevant issuing agencies. Regular team/department meetings to review evaluators' decisions internally are an excellent way to check the consistency of reference to specifications during an evaluation decision. Once this point is reached, a similar method will be used to check that the evaluator has accurately measured the student's performance using the methods agreed during the evaluation. The internal verification process determines the appropriate situation/context assessment (Ewald, 2017). To be effective, the evaluator must ensure that the same results appear no matter who is evaluated. For this reason, when making an evaluation decision, the criteria and instructions for carrying it out must be clear and attainable. Equality, diversity, and personal requirements should also be considered, for example, to provide students with additional time and alternative methods (video blogs or podcasts) based on the needs identified by students in the group material (Clark et al., 2018).

“Learning Outcome 6: Understand Quality Assurance of the Assessment Process” “6.1

Evaluate The Importance of Quality Assurance in The Assessment Process”

Developing a quality assurance assessment process provides a structured assessment method that established professional standards in awarding organisations that meet government requirements, one clearly understands the needs and expectations (Alzafari and Ursin, 2019). At BCoT, evaluators use a variety of methods to provide a measurable way to track student progress. The consistency of the evaluation method and the quality of the feedback is then provided to the evaluator as a continuous reminder of the course standards. The standardisation Assessor offers the student confidence in the exercises' quality and consistency, ensuring that they are assessed against the same barometer as every other student with different course changes. Different evaluators learn throughout the course, so it is worth checking each other's work and analysing the methods, style, and rigour they use for the assessment. This led to reflection and discussion on how to evaluate the students' work better. Therefore, all projects must include benchmarks and measures of achievement, student development opportunities, and summary feedback (Small et al., 2017). “6.2

Summarise Quality Assurance and Standardisation Procedures in Your Area of

Practice” The BCoT quality assurance and standardisation procedures include the following organisational assessment policies and procedures: Respect for The Industry Skills Committee: Creative Skillset The website is a valuable source of information and suggestions to help students promote their professional development. It also helps me build a project, prepare students for project departments, and use the latest examples and assignments.

Requirements of National Professional Standards (SSC / NOS) In vocational training, this helps give a fundamental benchmark of best practices that can be used to meet industry-related work standards (Alzafari and Ursin, 2019). The NOS job description template can help familiarise oneself with the content of standard definitions of job positions in occupations and professional qualifications. Practice Observation Observation helps ensure that the individual plays the role of lecturer in providing students with high-quality teaching. Feedback from observers is invaluable in improving the "excellent" Ofsted Level 1. Regular observations are in sync with ever-changing standard procedures (Small et al., 2017). “6.3

Summarise The Procedures to Follow When There Are Disputes Concerning

Assessment in Your Area of Practice” Each summer during the introductory period, school assessors will explain to students the procedures they can follow in an assessment dispute. The organisational rules and practices of the BCoT provide that the interested lecturer may discuss this before submitting official appeals. Suppose the student and the lecturer cannot agree, and the student insists that the thesis was severely assessed. In that case, it is possible to submit an explicit written request to the student to explain/justify his dissatisfaction (Alzafari and Ursin, 2019). The coordinating lecturer and project manager will then to decide whether or not to overrule the lecturer's decision. In this case, the evaluator's prior decisions and supporting evidence may be helpful as they show a direct and standardised method of recording the results in a legibly written record for the coordinating lecturer and project manager to review (Small et al., 2017).

“Learning Outcome 7: Understand How to Manage Information Relating to Assessment” “7.1

Explain The Importance of Following Procedures for The Management of

Information Relating to Assessment” Information storage and retrieval are password protected in online/digital mode and locked and entered physically. Data confidentiality is essential as the use of technology to share information with related parties such as students, other assessors, employers, colleagues, and organisations must be following the contract before it can be considered. The university adheres to the principles of personal data exchange/assessment under the guidance of Ofqual. They protect students' interests and promote "public confidence in the national qualifications system" through comprehensive and rigorous information protection methods. By following these procedures, a university adheres to the recognised standards for qualifications and credits (2008), occupational health and safety (1974), and the regulatory provisions in the Equality Act (2010) to help its reputation / distinguished organisation (Kher et al., 2017). This allows the organisation to establish professional contacts with the SSC's Industrial Skills Committee and its industry data protection standards while enhancing the skills and productivity of relevant industry employees in a safe and professional environment. These guides influence how they can better develop their skills and practices. “7.2

Explain How Feedback and Questioning Contribute to The Assessment Process”

Feedback is an essential part of the evaluation process (Gates et al., 2017). It has a significant impact on students' learning and has been described as "the strongest single regulator in improving outcomes." The primary purpose of feedback is: • Explain to students how their results are achieved

• Identify and reward specific qualities in student work • Instruct students to take improvement actions • Motivate them to take action based on the evaluation • Develop the skills to monitor, evaluate and regulate learning Feedback must be constructive and highlight the strengths and weaknesses of the specific job. It should include a list of ways students can improve their results (Gates et al., 2017). For pupils: • Encourage them to think critically about their work and think about what they need to do to improve their work • Help them see science in a new way and get more satisfaction from it • Helps to promote dialogue between faculty and students. While the assessment work is still evident in the students' minds, give feedback over time and continue with the follow-up activities (Gates et al., 2017). It should be tailored to meet individual needs, tied to specific assessment standards, and receive timely learners as effective feedback to facilitate follow-up: • Help students adapt and adapt their learning strategies • Instruct teachers to adapt and adapt their teaching to the learning needs of students • Help students become independent and self-reflective learners and better criticise their work • Stimulate reflection, interaction, and dialogue on improving learning • Be constructive and make students feel encouraged and motivated to improve • There are consequences, so it attracts students by the need for feedback as part of the assessment • Efficient so employees can manage it efficiently.

The feedback received, understood, and used is valuable. How students analyse, discuss, and act upon feedback is as essential as the quality of the feedback itself. By interacting with the students' feedback, they understand how to develop their learning (Gates et al., 2017).

“Learning Outcome 8: Understand The Legal and Good Practice Requirements Concerning Assessment” “8.1

Explain Legal Issues, Policies, And Procedures Relevant to Assessment, Including

Those for Confidentiality, Health, Safety, And Welfare” To comply with legal assessment issues, please contact the supervisor to ensure the course policies and procedures are always in place. One includes visual standards and the Ofsted website to make sure the method meets its standards and BCoT (organisation) and Edexcel (award organisation requirements) (Kaminski, 2019). The evaluation plan, feedback, analysis of progress, and overall table of follow-up activities are maintained in line with satisfactory organisational and regulatory requirements and are stored complete and secure (Purtova, 2018). The need for accuracy, transparency, and backup is a week of maintenance. The label is easy to read and provides easy access when a reference is needed during a lecture. Health, safety, and well-being are the most critical issues in all assessments because students will be disadvantaged without them. To solve this problem, they actively promote and implement protection procedures (Kaminski, 2019). For example, a young mother or someone who needs help in society. Ensuring students feel safe is the responsibility of the care evaluator that the 6 elements of good service delivery can be used in all work plans; respect, dignity, independence, individuality, choice, and confidentiality. One follows the following four key processes to keep students safe: 1. Assess needs in early diagnostic tests to determine how best to support students and meet/exceed the requirements. 2. Plan services to meet these needs by contacting student mentors, fellow teachers, and student coaches and developing plans to help students achieve their goals.

3. Intervention as needed to determine the best course of action for students and tailor the curriculum to their needs, such as extending deadlines, education 1-1, and working with parents/guardians to develop solutions best suited to students' needs. 4. Check the services provided to see which are effective for students and immediately contact the designated security officer (DSO) to develop new and improved methods to assist learners according to their individual needs (Kaminski, 2019). “8.2

Explain The Contribution That Technology Can Make to The Assessment Process”

Take advantage of easy access to efficient and appropriate technology and take advantage of every opportunity to improve the student experience (Purtova, 2018). For pre-assessment, students complete a diagnostic questionnaire through a series of online tests that will help determine new students' level of ICT, reading, and numeracy skills. It contains information that one stores in Google Docs to create a group profile around it. The use of technology helps in the electronic registration of submitted works and provides students with the above-mentioned electronic feedback. The issue of authenticity shows that the thesis is by the student signing the verification form - similar to the previous non-technical assessment method (Purtova, 2018). The technology for recording and storing assessment evidence helped students complete the paperwork and obtain evidence when needed. Edexcel's online offer allows them to quickly access standards while providing examples to view and guide their work. Encouraging students to manage their electronic records on blogs, storage platforms, and websites helps develop responsible digital competencies that will be a crucial hiring skill for them after completing their course. “8.3

Evaluate Requirements for Equality and Diversity and, Where Appropriate,

Bilingualism Concerning Assessment”

Equality and diversity in the assessment are of great importance throughout the entire learning process. Provide students with support, a variety of SMART options, and goals to help them achieve their goals. When designing an evaluation activity, the position must correspond to the group's profile's interests, employment needs, and diversity (Kaminski, 2019). Challenging people with more vital/inferior skills with equality and diversity tasks means that you can choose to involve all learners, whether it is an additional challenge or an opportunity to modify/compensate blogs, social media, spaces VLE, and individual lectures inside and out. Discrimination aims to make students aware of anti-discrimination and non-discrimination issues through regular debates and discussions. Students become aware of this and encourage the use of every opportunity for analysis through contemporary media discussions. Therefore, the assessment also reflects the student's different needs. The Equality Act (2010) perfectly integrates anti-discrimination legislation and provides clear guidelines for differentiating lectures and assessments (Purtova, 2018). Students actively help to prevent them from participating in the analysis of teaching materials / critical interpretation of the composition of discrimination in culture and its various forms of impact on individuals. Inequality and discrimination. All my resources comply with applicable laws and implement employment laws, policies, and codes of conduct that promote equality and a diversity of values. For visually or hearing impaired students, you can create a reply to the assignment as a video blog or podcast to distinguish assignments and make them easy to access. Remote wearers of hearing aids for learners with hearing needs may have various practical tasks reflecting their needs when interpreting/supporting learners with motor disabilities, such as facilitating activities (Kaminski, 2019).

To help bilingual learners, people use clear, simple, and direct speech to speak and write. They also provide extra online help to help them learn media terminology, thus avoiding the natural tendency to speak and the like. Flexibility in planning assessment and quality assurance methods is something that people have already prepared, but it is the key to success in the teaching career (Kaminski, 2019). Negotiating deadlines and adjusting deadlines appropriately when the way students perform becomes the hottest helps students achieve higher levels of achievement after they better understand and adapt to their context. “8.4

Explain The Value of Reflective Practice and Continuing Professional Development in

The Assessment Process” As an evaluator, reflective practice is essential to demonstrate reflective practise that leads to a deeper understanding of improvement. Self-evaluation is something I have participated in, deepening my knowledge in the assessment process and identifying knowledge gaps that can help me / my students. Internal and external observations give me a valuable opportunity to review/improve my assessment methods to benefit from feedback from my colleagues on how to record / store/work and choose the suitable way. Feedback from colleagues and managers is precious and can set the level of understanding of the expected standards. Constructive evaluation of mutual decisions, tasks, and teaching styles is essential for the development of trainees. After qualifying, feedback must be continued to prevent the threat of changing students' dull and rigid needs where the feedback from external evaluators is an opportunity to measure the evaluators' skills. To broaden my professional knowledge, I kept my skills relevant and sensitive, established quality standards for students, and provided information for my teaching. Similarly, as I reflected on my teaching, I revised the evaluation plan and the work plan of my entire unit, which helped

me translate my ideas into more practical projects next time. I run developing techniques that extend and improve the assessment process. I feel that by adopting new recording/feedback technologies to my students, I am contributing to the development of the course and at the same time focusing the learning process on knowledge because by using the platform, I help organise/save work, such as maximising time-consuming management and student performance.

References

Ewald, M., 2017. The figured worlds of high school science teachers: uncovering three-dimensional assessment decisions. Northern Illinois University. Clark, R.S., Gittings, K., Campbell, C. and Meyer, K., 2018. 2018 Update Of Health Technology Assessment Decisions Across The Globe: A Focus On Oncology. Value in Health, 21, p.S48. Alzafari, K. and Ursin, J., 2019. Implementation of quality assurance standards in European higher education: does context matter?. Quality in Higher Education, 25(1), pp.58-75. Small, D., Clark, C.D., Chiverrell, R.C., Smedley, R.K., Bateman, M.D., Duller, G.A., Ely, J.C., Fabel, D., Medialdea, A. and Moreton, S.G., 2017. Devising quality assurance procedures for assessing legacy geochronological data relating to deglaciation of the last British-Irish Ice Sheet. EarthScience Reviews, 164, pp.232-250. Kher, A., Johnson, S. and Griffith, R., 2017. Readability assessment of online patient education material on congestive heart failure. Advances in preventive medicine, 2017. Gates, A., Shave, K., Featherstone, R., Buckreus, K., Ali, S., Scott, S. and Hartling, L., 2017. Parent experiences and information needs relating to procedural pain in children: a systematic review protocol. Systematic reviews, 6(1), pp.1-6. Kaminski, M.E., 2019. The right to explanation is explained. Berkeley Tech. LJ, 34, p.189. Purtova, N., 2018. The law of everything. The broad concept of personal data and the future of EU data protection law. Law, Innovation and Technology, 10(1), pp.40-81.