Assessment is the process by which a learner’s skills and knowledge are reviewed to evaluate what they have learnt or in the case of NVQs how they are performing against the competencies they are required to demonstrate. Assessment will ensure that learners are fairly, accurately and regularly assessed in a consistent manner and:
• provide diagnostic information that assists staff and learners/ candidates to provide Appropriate support to enable achievement of the learning outcomes (initial assessment)
• allow learners/ candidates to monitor their own progress
• enable tutors to review and develop their learning programmes to achieve their intended learning outcomes
• provide evidence of progress and achievement to enable accreditation and progression to take place
• enable a dialogue between the learners/ candidates and tutor / assessors to ensure progression within the provision (tracking)
• provide a measure of the learner’s achievement on qualification based courses
PRINCIPLES OF ASSESSMENT
All assessment in HYDURAGE’s training facilities follow the five principles below:
• Authenticity: All assessment activity must have in place processes to ensure that the achievement is the learner’s/ candidate’s own work. Learners/ candidates must sign a statement to this effect. Awarding Bodies boards have their own rules and regulations about authenticity and tutors/ assessors must make themselves familiar with them and abide by them (see Appendix 1: Plagiarism policy)
• Validity: The method of assessment and the evidence provided must be appropriate and capable of demonstrating the achievement of learning outcomes/ competencies and related assessment criteria of the provision at the appropriate level.
• Reliability and consistency: The assessment results should be standardised across levels and provision. Moderation and standardisation must follow the College and Awarding Bodies board procedures (see Appendix 2: Internal Verification Policy)
• Fit for purpose: Assessment must be fit for the learners/ candidates and the learning. The assessment strategy must be clearly appropriate for the target group of learners/ candidates in the correct context in which they are learning e.g. homework must be supportive, or initial diagnostic must not be intimidating. The criteria and methods which are being used to judge the work must be clear to the learner, staff and internal and external moderators /verifiers and meet and exceed the requirements of QCA/QAA, the awarding bodies and our learner/ candidate charter.
• Inclusiveness: Assessment should be based on learners’/ candidates’ needs. It must allow all learners/ candidates to demonstrate their achievements regardless of individual circumstances. It must comply with the Equalities policies of HYDURAGE.

SCOPE This policy applies to all provision offered by HYDURAGE where all or part of the programme is formally assessed.