Learning Outcomes and Assessment Criteria, gage
opportunities for holistic assessment, for example
comprehensive approach not adhoc, logical progression and
sequencing of assessments, related to specific context/learner
needs/preferences/workplace, opportunities to use linkages
particularly between knowledge and understanding to skills
performance requirements, give consideration to naturally
occurring evidence.
Organisational risks, for example organisational culture,
appropriate opportunities for assessment, staff
occupational/assessment experience, practical risks, for
example health and safety, equality and diversity, data
protection, specific occupational risks, learner risks, for
example. occupational competence, responsibility, motivation,
assessment risks, for example timing, range to be covered, key
terms, for example sufficiency validity (AC 1.2.), bias, fairness.
Ensure clear criteria for assessment is communicated to all
concerned (WWWWWH), for example identifying/addressing
specific requirements, negotiating with learner, selecting
appropriate range of assessment methods appropriate to
context to generate the required evidence, safeguarding
learners, for example planning for health and safety, equality
and diversity, negotiating with learners, appropriate timing of
assessment and feedback to learner clear
recording/tracking/logging of assessment decisions.

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