Assessment grids
An assessment grid is a document which lists all the criteria for each of the units of the qualification. Most qualifications are split into smaller units which relate to different topics. You will need to state how you have met the criteria and/or link them to documents and evidence from your teaching practice.
It might be possible to meet the requirements of several criteria from different units at the same time. If this is the case, you will be able to cross-reference your work rather than repeat it.
Assignments
An assignment is a way of ensuring that all the criteria can be met through various tasks or problem-solving activities. The assignment will assess your knowledge and how you can apply it, perhaps through answering questions, holding group discussions, giving presentations to peers, and providing evidence of your teaching practice. You will need time for self-reflection to consolidate your learning as you progress through the assignment. You will be given a target date for completion, and possibly a word count for all written work. You will need to reference any text or quotes you obtain from other sources (covered later in this chapter). This gives credit to the original author and shows you have carried out relevant research. Your assessor should give ongoing feedback, and if you don’t fully meet the criteria, you should be given the opportunity to have another attempt.
Case studies
A case study usually consists of a hypothetical or imaginary event for you to consider and analyse. You can then make suggestions regarding how you would deal with the event, which should relate to the qualification criteria.
Alternatively, you could produce your own case study regarding a real situation that you have encountered, again, relating it to the criteria, but keeping it anonymous by not using any names of organisations or learners.
Checklists
A checklist is a list of aspects which need to be achieved which will relate to the qualification criteria. Checklists can be used by you as a form of self-assessment to check your progress so far, or by your assessor to confirm your achievement at a given point. They can be completed and dated when the relevant criteria have been met. Checklists are often used in conjunction with other assessment methods. Don’t be tempted to tick something off unless you really understand it and have met the requirements.
Essays
Essays are formal pieces of writing. There will usually be a word count to ensure you remain focused and specific. You might be able to go 10 per cent above or below the figure given. You will have a target date for submission and if you can’t meet this for any reason, you will need to ask for an extension.
You will usually have to word process your work in a professional style. If it is acceptable for you to handwrite your responses, make sure your writing is legible and neat. Your assessor should give you guidance as to how to present your work. Always check your spelling, grammar, punctuation and sentence structure. Try not to rely on your computer to check these as it doesn’t always realise the context within which you are writing.
Essays often include citing from relevant textbooks, websites and journals (covered later in this chapter).
Evaluation and action plan
An evaluation and action plan is a document which allows you to evaluate your progress and achievement by completing a template at the end of each unit of the qualification. Your writing should clearly evaluate how you have met the criteria. The action plan aspect will help you focus upon the skills, knowledge and understanding required for your development in the future. This could be by considering what other programmes you could take, for example, to improve your research skills, and what other books, journals or websites you might access to help with your continuing professional development (covered in Chapter 12).
Learner statements
Learner statements are a way of writing how you have met the required criteria by giving specific examples of what you have achieved. You might address individual questions which directly relate to each of the criteria, or answer one question which addresses several criteria holistically.
Observations
At some point, you will be observed delivering a session with learners. After the observation you should receive verbal feedback from your assessor. This feedback should also be given to you in written form, either electronically or paper based. You will need to consider the feedback you have received when carrying out any self-evaluation activities.
Teaching practice is a chance to use your new skills and knowledge with your learners (covered in Chapter 14). Never be afraid to try something new or do something differently if it didn’t work the first time. No situation is ever the same, as you will be teaching different learners on different occasions, and in different environments. What works for one learner or group, might not work with another.
Online assessments
An online assessment is where you submit your work electronically to an assessor or complete an online test. You will either email or upload it to a learning portal via a dedicated website. There are many online learning tools available, one of the most popular is known as a virtual learning environment (VLE). These sites also enable you to communicate with your assessor and your peers, and to access learning materials.
Online assessment can include formative (ongoing) assessment, i.e. receiving feedback from your assessor regarding a draft submission of your work. This feedback will help confirm if you are making good progress or advise you of any areas you need to improve upon. You could then upload your completed work for summative (final) assessment when you have completed it.
If you are delivering a session to your learners, your assessor might observe you remotely via the internet. Alternatively, you might be able to make a visual recording for them to view later. You will need to find out if this is allowed and discuss the practicalities of this with your assessor.
Portfolio of evidence
A portfolio of evidence contains proof of your achievement towards meeting the criteria. This could be electronic (for example, digital folders containing various files and documents), or paper based (for example, hard copies of documents placed in a ring binder or folder). It can also include products of your work or references to where they are located. Statements should be made as to how you have met the criteria. Documents such as observation reports, witness testimonies, and materials and resources you have used may be included.
When producing a portfolio, consider quality not quantity. It’s not the amount of work (quantity) that matters; a small amount could cover many criteria if it’s done well (quality). If you have had to re-do any work, it’s best to include your original work as well as your revised work to show progression.
Professional discussion
A professional discussion is a conversation with your assessor rather than questions and answers. It gives you the opportunity to justify how you have achieved the criteria. This could include a discussion on anything you have done previously which might be acceptable: for example, if you have already achieved a unit elsewhere which is included in the qualification you are working towards. This is known as recognition of prior learning (RPL) and you will need to provide evidence of what you have achieved.
Your assessor could verbally explore your knowledge and understanding of the teaching role. This could be instead of having to write about it or