The Assessment Framework and Process – Independent Assessment guide

The Framework

PEARL provides a coherent assessment framework at entry level and levels 1, 2 and 3 of the National Qualifications Framework. Awards are made on the basis of an assessment of performance conducted in the first and second stages by the Involved Assessor and in the third stage by an Independent Assessor.

This is a performance-based, ‘show and tell’ system that is driven by observation, interview and information provided by the Involved Assessor. Awards may be made as a Pass, Pass with Merit or Pass with Distinction for each grade. Each grade of the Social and Personal Development programmewill require 60 guided learning hours of study. This includes contact time with Involved Assessor and time to practice skills(Figure given is a suggested minimum and is provided for guidance only).

There is no set programme of study or curriculum, although there are key assessment areas that are measured. Delivery of the skills and abilities being assessed is determined by the institution itself, e.g the school or business. Thus, this system offers learners the scope to follow programmes of study that progressively encourage a comprehensive understanding of the behavioural, learning and employability skills in settings and contexts that are appropriate for them.

The framework emphasises the requirement for personal involvement, engagement in reflective practice, the development of practical abilities and the capacity to generalise these to other settings. There is an explicit requirement for the demonstration of intelligent or mindful performance and an expectation that learners will be able to demonstrate the critical and contextual knowledge necessary for effective practice.

The Community of Practitioners

The community of practitioners is a group of teachers, trainers, educationalists and similar professionals who have all achieved an agreed standard of competency within the field of social and emotional literacy and have completed the full GQAL Involved Assessors training programme.

It is the community of practitioners who come together and set the standards for achieving the grades. For each grade a descriptor is set by the community of practitioners, who also set a series of clear examples as to what they would expect to be seen at this grade. The grading and assessment examples are produced through group discussion/focus group, grounded theory and plotting within an accepted range the behaviours, skills and attitudes you would expect to see in a learner performing at this level. These skills, attitudes and behaviour can be modified by the community to reflect current practice and changes in theory.

Weightings for Assessment Constructs for Social and Personal Development

Social Skills / Self Awareness / Managing Feelings / Empathy / Motivation
% / % / % / % / %
Knowledge and
Understanding
Application / 20 / 20 / 20 / 20 / 20

These constructs reflect the overarching skills and abilities that a group of connoisseurs or community of practitioners would expect to see performed by a competent person in this field. Indeed within Social and Personal Development one can trace a general consensus on the constructs from the early 1990s work of Goleman through to Sharps ‘Emotional Literacy framework’ and the recent DCSF, Social, Emotional and Behavioural Skills Programme.

The constructs are then mapped out to give examples or what we call the characteristics for each construct; this is what the construct would look like when performed. For each construct a wide range of characteristics are given.The characteristics are outlined in graded form, starting at grade B (entry level equivalent) through to grade 8 (level three equivalents). These constructs can be delivered and assessed on either a cross-curricular basis or in specific situations. The emphasis is placed on skills being developed and demonstrated through group work, team challenges, activities, creativity and project work.

The characteristics are provided to guide and direct assessors. They are not intended as definitions or for use as a checklist but as means of ensuring common levels of understanding and expectation.

The Grades

The grade descriptors form a context for asessor judgements and when taken as a whole, are indicative of expectations. The assessment constructs and characteristics are used to assess performance, knowledge and understanding in relation to the expectations for the grade through the processes of observation and review.

The grade descriptorsessentially form the basis for assessment and are intended to ensure that both assessors and learners have a clear understanding of what skills and abilities will be assessed. Strength in one area of performance may have compensated for weakness in another but the overall achievement necessary to match these descriptors will have been demonstrated by a candidate awarded a Pass. Learners achieving a Pass with Merit or a Pass with Distinction will have matched and exceeded the qualities of performance described.

The grades are set out by the community practicing in this field who describe the level of demand for each grade. This is done in aprogressive manner and with the greater challenge and complexity for each grade clearly indicated. Please refer to constructs grid

Scoring Guidance

When the learner performs marks are awarded by the Involved Assessor for the extent to which the performance of a candidate matches the criteria. The judgement is made by the assessor in relation to the appropriate grade descriptor. Marks are recorded by the Involved Assessor on two formal occasions however as many informal snapshots can be taken by the assessor as they see fit. Indeed we would recommend that a number of informal snapshots are taken and scores noted in order to best inform the assessor and learner of their present capabilities . The formal marks are then reviewed and form part of the information used by the Independent Assessor when determining the scores achieved by the learner.

The final part of the process is the Independent Assessor meeting the learners either in groups or on occasions individually and observing them perform an activity that will demonstrate a range of the assessment constructs. This performance is supported by a questions and answer session between the learner and Independent Assessor. These two activities together will allow the Independent Assessor to make a final formal judgement and give a mark to the learner for the grade they are being assessed at.

Mark

/

Guidance

Not seen 1 / The learner has not sufficiently demonstrated any of the skills and abilities for the grade.
Limited 2 / The learner has demonstrated a limited ability when presenting the skills and abilities set for the grade.
Partial 3 / The learner has demonstrated a partial ability when presenting the skills and abilities set for the grade.
Matched 4 / The learner has matched the skills and abilities set for the grade.
Matched 5 / The learner has consistently matched the skills and abilities set for the grade.
Exceeded 6 / The learner has matched and exceeded the skills and abilities set for the grade.
Exceeded 7 / The learner has matched and consistently exceeded the skills and abilities set for the grade.

A maximum of 7 marks may be awarded for any single construct, and if learners score a 1 or 2 on any construct they cannot pass, they must achieve a minimum score of 3. All learners must achieve a ‘match’ (a score of 4) on at least 3 constructs.

The maximum possible score for the award in each module is 35 marks.

The minimum pass score is 18.

Marks will be converted to percentages and used to determine an award as Fail, Pass, Pass with Merit or Pass with Distinction.

Questions

Candidates are asked a series of questions to encourage them to reflect, identify and evidence the skills and abilities they have performed. The onus here will clearly be on the assessor to ask appropriate questions which are insightful but non leading.

All of the following questions may be helpful for you in engaging with and drawing out the learners experiences, in particular their performance and understanding in regard to the assessment constructs. The process of responding to these questions will in itself present a number of assessment opportunities.

  1. How well do you think you understood x?
  2. How did that make you feel?
  3. Do you feel you have learnt something?
  4. Tell me what you have learnt?
  5. How challenging was that?
  6. How easy was that?
  7. Can you explain why that was useful?
  8. How can you use this?
  9. Tell me when you can use this?
  10. Do you prefer working on your own or in groups?
  11. What did you find difficult?
  12. What did you find easy?
  13. Can/could you see the purpose of this?
  14. How could I/you have done this differently?
  15. Can you see the aim of this?
  16. In what other situation might you use this skill?
  17. Did you understand the reason why we/you did that?
  18. Do you think you had enough support?
  19. Was the information clear enough?
  20. Tell me how I could have made this more interesting?
  21. Was it enjoyable?
  22. How did you find the teaching?
  23. What made it interesting to you?
  24. Did you feel comfortable in this environment?
  25. Were you distracted and if so why?
  26. What helped you achieve that outcome?
  27. You seemed very focused what do you think helped you achieve that?
  28. Could you tell me what you have just learnt?
  29. When do you think this skill would be useful?
  30. Is it easier if I show you first?
  31. How would you explain it again to someone else?
  32. How do you think others might see that action?
  33. When would you use this skill again?
  34. How do you feel you cope with group situations?
  35. What do you think is the most important thing for you to take from this?
  36. Describe how you would explain to another peer what you have done?
  37. How do you feel now you can do it?
  38. What do you know about...?
  39. What is your experience of.....?
  40. What could you have done to make it easier for yourself?
  41. What did you do to make it easier for yourself?
  42. How would you do it differently next time?
  43. How do you think you learn best?
  44. What made you take part in that activity?
  45. What did you like about that?
  46. What didn't you like?
  47. Did you understand why you did x?
  48. Is there anything you want to go over again?
  49. Could you explain/show this to somebody else?
  50. Why do you think we've done this?
  51. Why would you use this?
  52. What was the easiest thing to understand?
  53. What was the hardest thing to understand?
  54. How could you make it easier for me to understand?
  55. Did you know about this before, if so what?
  56. Can you give me a summary of what we have just gone through?
  57. Where would you see this type of thing again?
  58. Did you have enough time?
  59. Was the session too long?
  60. Can you tell me a time when you think this may be useful?
  61. Where do you think you are at with this subject/skill at the moment?
  62. Describe to me what have you learned in the last ten minutes?
  63. Was it too fast?
  64. Was it too slow?
  65. Tell me what pace is good for you?
  66. What did you like?
  67. What didn't you like?
  68. What do you think is your preferred learning style?
  69. What do you really need to help you next time?
  70. Tell me how do you think the others did?
  71. Can you give me an example of someone who is successful at x?
  72. Who do you think could help you develop this skill?
  73. What is your favourite lesson/subject?
  74. What is it like for you working in groups?
  75. What could you have done better ?
  76. Where do you think you could improve your x skills?
  77. Explain what do you think you did well?
  78. Could you explain what we have just done?
  79. How would you explain the subject/skill differently?
  80. Did you understand why you reacted that way?
  81. What could we have done to make it easier / clearer?
  82. Are you happy with the surroundings/ classroom etc?
  83. Give me examples of when you achieved x?

FINAL OBSERVATION PERFORMED BY INDEPENDENT ASSESSOR

  • Score only the skills that are performed
  • Do not fill in the blanks or assume that because a learner has presented one skill they are competent in another
  • Be aware of your own mood, for example if you are feeling tired or stressed will you be able to observe fairly
  • Be aware of your prejudices and do not let these influence your observations
  • Be approachable and friendly , the learner may well be nervous and you have a role in supporting them to feel safe and valued
  • Pay close attention to your surroundings
  • Show interest through positive body language
  • Present yourself appropriately, how you appear could influence the candidates performance (slogans or political/issue based messages could serve as a barrier to learners opening up to you)

Following the learner’s performance the assessor should initiate a short question and answers session with the candidates in order to draw out supporting information, check understanding and encourage reflection and review of the skills performed. This discussion will act as an opportunity for the assessor to check on the learner’s knowledge of the skills performed and clarify the level of performance.