Do you want to become a qualified assessor?
Then this is the right course for you.
Our Level 3 Certificate in Assessing Vocational Achievement is accredited by Highfield Qualifications, an established Ofqual, CCEA and Qualification Wales regulated Awarding Organisation which assures your qualification is professional and recognised.
This is the only qualification you’ll need to become a fully qualified assessor. And you’ll be able to start a career either working for a college, training provider or working as a freelancer.
This knowledge-based accredited qualification is designed for people who want to gain adequate assessing competence in the work environment, understand the principles and practices of assessment in an easy way.
After completing this course you’ll be able to assess learners in their place of work and in learning environments as well.
Hurry up and gain the qualifications you need to become a full-fledged qualified assessor.
What You Will Learn
Skills You Will Gain
This certificate in Assessing Vocational Achievement (CAVA) (RQF) will empower you to assess vocational competencies in a broad range of qualifications, here are just a few examples-
Why Choose The Teachers’ Training
Some of our features are:
Total Qualification Time
This is an estimate of the total length of time it is expected that a learner will typically take to achieve and demonstrate the level of attainment necessary for the award of the qualification i.e. to achieve all learning outcomes.
Total Qualification Time is comprised of GLH and an estimate of the number of hours a learner is likely to spend in preparation, study or any other learning including assessment, which takes place as directed by, but not under the supervision of a lecturer, supervisor or tutor. The credit value, where given, for a qualification is determined by TQT, as one credit corresponds to 10 hours of learning
Total Qualification Time for these qualifications is 150 hours.
The Credit Value for this qualification is 15.
Guided Learning Hours
These hours are made up of all real time contact time, guidance or supervision of a learner by a lecturer, supervisor, tutor, trainer or other appropriate provider of education or training.
GLH for these qualifications is 84 hours.
No formal entry requirements. You need to have:
Assessment & Certification
To complete the course and gain a certificate, you must complete-
Detailed Assessment Guidelines are given in “Guidance for Achieving the Unit” section of your learning portal.
Assessment activities are the fulfilment of a few short assignments. You are expected to show evidence of general reading and add references to your work.
All assignments should be submitted via the online portal.
All assignments should be submitted via the online portal.
|Guidance for Achieving the Units|
|Unit 1 Understanding The Principles And Practices Of Assessment Guidance For Achieving The Unit||00:00:00|
|Unit 2 Assess Occupational Competence In The Work Environment Guidance For Achieving The Unit||00:00:00|
|Unit 3 Assess Vocational Skills, Knowledge And Understanding Guidance For Achieving The Unit||00:00:00|
|Unit 01 : Understanding the Principles and Practices of Assessment|
|LO1: Understand the Principles and Requirements of Assessment|
|1. Functions of Assessment in Learning and Development||00:00:00|
|2. Key Concepts and Principles of Assessment||00:00:00|
|3. Responsibilities of an Assessor||00:00:00|
|4. Regulations and Requirements Relevant to the Assessment||00:00:00|
|LO2: Understand Different Types of Assessment Method|
|1. Strengths and Limitations of Various Assessment Methods||00:00:00|
|LO3: Understand How to Plan Assessment|
|1. Key Factors to Consider When Planning Assessment||00:00:00|
|2. Benefits of Using A Holistic Approach to Assessment||00:00:00|
|3. How to Plan A Holistic Approach to Assessment||00:00:00|
|4. Types of Risks Involved in Assessment||00:00:00|
|5. How to Minimise Risks Through the Planning Process||00:00:00|
|LO4: Understand How to Involve Learners and Others in Assessment|
|1. Importance of Involving Learner and Others in The Assessment Process||00:00:00|
|2. Information That Should Be Made Available to Learners and Others||00:00:00|
|3. How to Use Peer and Self-Assessment Effectively||00:00:00|
|4. Assessment Arrangements to Meet the Needs of Individual Learners||00:00:00|
|LO5: Understand How to Make Assessment Decisions|
|1. Assessment Decisions and Judging Evidence||00:00:00|
|LO6: Understand Quality Assurance of the Assessment Process|
|1. Importance of Quality Assurance in The Assessment Process||00:00:00|
|2. Quality Assurance and Standardisation Procedures||00:00:00|
|3. Appeals, Complaints & Disputes Procedures Concerning Assessment in Own Area of Practice||00:00:00|
|LO7: Understand How to Manage Information Relating to Assessment|
|1. Importance of Following Procedures for The Management of Information Relating to Assessment||00:00:00|
|2. How Feedback and Questioning Contribute to the Assessment Process||00:00:00|
|LO8: Understand the Legal and Good Practice Requirements in Relation to Assessment|
|1. Legal Issues, Policies and Procedures Relevant to Assessment||00:00:00|
|2. Contribution of Technology in the Assessment Process||00:00:00|
|3. Evaluation of Requirements for Equality, Diversity||00:00:00|
|4. Reflective Practice and Continual Professional Development||00:00:00|
|Unit 02 : Assess Occupational Competence in the Work Environment|
|LO1: Be Able to Plan the Assessment of Occupational Competence|
|1. Assessment Planning of Occupational Competence||00:00:00|
|2. Communicating the Process of Assessing Occupational Competence to The Learner||00:00:00|
|3. Planning the Assessment of Occupational Competence to Address Learner Needs and Current Achievements||00:00:00|
|4. Opportunities for Holistic Assessment||00:00:00|
|LO2: Be Able to Make Assessment Decisions About Occupational Competence|
|1. Valid, Fair and Reliable Assessment Method||00:00:00|
|2. Making Assessment Decisions of Occupational Competence||00:00:00|
|3. Following Standardisation Procedures||00:00:00|
|4. Providing Feedback to Learners||00:00:00|
|LO3: Be Able to Provide Required Information Following the Assessment of Occupational Competence|
|1. Maintaining Records of the Related Information of the Assessment of Occupational Competence||00:00:00|
|2. Sharing Assessment Information with Authorised Colleagues and Procedures to Maintain the Confidentiality||00:00:00|
|LO4: Be Able to Maintain Legal and Good Practice Requirements When Assessing Occupational Competence|
|1. Relevant Policies, Procedures and Legislation for the Assessment of Occupational Competence||00:00:00|
|2. Application of Requirements for Equality and Diversity and Bilingualism in Assessing Occupational Competence||00:00:00|
|3. Evaluation of Own Work in Carrying Out Assessments||00:00:00|
|4. Maintaining the Currency of Own Expertise and Competence||00:00:00|
|Unit 03 : Assess Vocational Skills, Knowledge and Understanding|
|LO1: Be Able to Prepare Assessments of Vocational Skills, Knowledge and Understanding|
|1. Methods of Assessing Vocational Skills, Knowledge and Understanding to Meet Requirements and Needs||00:00:00|
|2. Preparing Resources and Conditions for The Assessment||00:00:00|
|3. Communicating the Purpose, Requirements and Processes of Assessment to Learners||00:00:00|
|LO2: Be Able to Carry Out Assessments of Vocational Skills, Knowledge and Understanding|
|1. Assessment Management to Meet Assessment Requirements||00:00:00|
|2. Providing Support to Learners Within Agreed Limitations||00:00:00|
|3. Analysing Evidence of Learner Achievement||00:00:00|
|4. Making Assessment Decisions Related to Vocational Skills, Knowledge and Understanding||00:00:00|
|5. Standardisation Procedures||00:00:00|
|6. Feedback on Learners’ Achievement||00:00:00|
|LO3: Be Able to Provide Required Information Following the Assessment of Vocational Skills, Knowledge and Understanding|
|1. Maintaining Records of Assessment, Its Outcome and Learners Progress||00:00:00|
|2. Making Assessment Information Available to Authorised Colleagues as Required and maintaining confidentiality||00:00:00|
|LO4: Be Able to Maintain Legal and Good Practice Requirements When Assessing Vocational Skills, Knowledge and Understanding|
|1. Relevant Policies, Procedures and Legislation Relating to The Assessment of Vocational Skills, Knowledge and Understanding||00:00:00|
|2. Applying Requirements for Equality and Diversity and Bilingualism||00:00:00|
|3. Evaluation and CPD||00:00:00|
|Equality and Diversity – Glossary of Terms||00:00:00|
|Equality and Diversity, and The Equality Act 2010||00:00:00|
|Key Feedback Words for Use During Feedback||00:00:00|
|Table of Assessment Methods & Activities: Strengths and Limitations||00:40:00|
|Table of Assessment Types||00:00:00|
|Table of Example Assessment Records||00:00:00|
|Table of Example Assessment Requirements||00:00:00|
|Table of Objectives||00:00:00|
|Table of Potential Learner Needs and Points of Referral||00:00:00|
|Table of Resources Which Could be Used for Teaching, Learning and Assessment||00:00:00|
|Unit One Understanding The Principles And Practices Of Assessment – Self-Assessment Grid||00:00:00|
|Unit Two Assess Occupational Competence In The Work Environment – Self-Assessment Grid||00:00:00|
|Unit Three Assess Vocational Skills, Knowledge And Understanding – Self-Assessment Grid||00:00:00|
|Unit 1 Understanding The Principles And Practices Of Assessment Assessment Plan||00:00:00|
|Unit 2 Assess Occupational Competence In The Work Environment Assessment Plan||00:00:00|
|Unit 3 Assess Vocational Skills, Knowledge And Understanding Assessment Plan||00:00:00|
|Observation Checklist - For Assessors of The Assessment Units|
|Templates and Completed Examples|
|Template – Continuing Professional Development Record||00:00:00|
|Template – Personal Development Plan||00:00:00|
|Template – Reflective Learning Journal||00:00:00|
|Template – Standardisation Record for Assessed Work||00:00:00|
|Templates – A Full Set of Assessment Records||00:00:00|
|Completed Example of A Continuing Professional Development Record||00:00:00|
|Completed Example of A Full Set Of Assessment Records||00:00:00|
|Completed Example of A Personal Development Plan||00:00:00|
|Completed Example of A Reflective Learning Journal||00:00:00|
|Completed Example of A Standardisation Record For Assessed Work||00:00:00|
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