Learning and skills assessor
Education and early years
Level 3 -
Assessing vocational learners, usually on a one-to-one basis, in a range of learning environments.
Reference: OCC1380
Status:
Technical Education Products
Employers involved in creating the standard:
ACL Essex, Activate Apprenticeships, Basingstoke College of Technology, Bedford College, City and Guilds, Crosby Management Training ltd, Derbyshire County Council, Doncaster College, Education & Training Foundation, Hit training, Hull Training and Adult Learning, Inspire Culture, IPS International, Lancashire Teaching Hospitals NHS Foundation Trust, London Borough of Hillingdon, Michael John Training School, Newcastle College, Plymouth College, South Devon College
Summary
This occupation is found in the public, private and voluntary sectors in national and multinational organisations. The role of the learning and skills assessor can be found in all sectors where learning, training and development is required. For example, but not limited to, healthcare, military, manufacturing, production, business and professional, education, leisure, construction, creative, technology.
The broad purpose of this occupation is to assess candidates against agreed standards of competence using a range of assessment methods. The learning and skills assessor will plan, conduct assessment activities and record and report on assessment decisions to the learner and other relevant stakeholders. They will support the progression of the learner through feedback of assessment decisions, setting of ongoing realistic learning goals and referral to other professionals if required. They will contribute to the quality cycle of the organisation and actively contribute to standardisation and moderation of assessment decisions. The learning and skills assessor will be committed to their own continual professional development to maintain occupational competency in their sector. They will typically work in an environment in their organisation where they are assessing competency. They will work in a variety of locations and environments including practical vocational settings where activity may be undertaken face to face or remotely.
In their daily work the learning and skills assessor will interact with learners, quality assurance practitioners, teaching and delivery professionals and other relevant stakeholders where necessary. A learning and skills assessor will be responsible for ensuring they are occupationally competent in the sector they are assessing in. They will be responsible for completing their own work to specification, with minimal supervision, ensuring they meet set deadlines. They will report to relevant stakeholders and are responsible for meeting quality requirements.
Employers involved in creating the standard:
ACL Essex, Activate Apprenticeships, Basingstoke College of Technology, Bedford College, City and Guilds, Crosby Management Training ltd, Derbyshire County Council, Doncaster College, Education & Training Foundation, Hit training, Hull Training and Adult Learning, Inspire Culture, IPS International, Lancashire Teaching Hospitals NHS Foundation Trust, London Borough of Hillingdon, Michael John Training School, Newcastle College, Plymouth College, South Devon College
Typical job titles include:
Keywords:
Knowledge, skills and behaviours (KSBs)
Duties
Duty D1
Plan and conduct inclusive assessment using a range of assessment methods and approaches working within organisational, legal, and ethical frameworks, including confidentiality and safeguarding.
Duty D2
Use a range of communication methods to provide timely constructive feedback on assessment decisions to learners and where relevant, other stakeholders.
Duty D3
Participate in standardisation, moderation and quality assurance of assessment decisions to contribute to the quality assurance of own and others assessment practice and the organisations quality cycle.
Duty D4
Develop and maintain current and accurate records of assessment plans and tracking of assessment decisions, using agreed communication methods to share with relevant stakeholder, recognising confidentiality and privacy.
Duty D5
Use assessment outcomes and data to support the ongoing setting of individual learning goals and progression toward timely achievement of intended outcomes.
Duty D6
Provide information, advice and guidance, working within own professional boundaries and recognising requirements for referral to other professional services where required.
Duty D7
Recognise the role of holistic assessment in supporting the development of wider skills for the learner.
Duty D8
Make sustainably informed decisions in approaches used to plan, conduct, record and evaluate assessment activities.
Duty D9
Undertake and maintain records of continual professional development activities in their sector to maintain occupational competency, including sustainable practice and digital literacy.
Occupational Progression
This occupational progression map shows technical occupations that have transferable knowledge and skills.
In this map, the focused occupation is highlighted in yellow. The arrows indicate where transferable knowledge and skills exist between two occupations. This map shows some of the strongest progression links between the focused occupation and other occupations.
It is anticipated that individuals would be required to undertake further learning or training to progress to and from occupations. To find out more about an occupation featured in the progression map, including the learning options available, click the occupation.
Progression decisions have been reached by comparing the knowledge and skills statements between occupational standards, combined with individualised learner movement data.
Education and early years