Centres must ensure that qualifications are delivered effectively and efficiently. Well considered and detailed course planning is a critical feature of effective delivery. Centres must have, and be able to demonstrate, a robust documented internal process for coherent course design, development and delivery.
A key feature of many of our qualifications is the flexibility they offer centres to contextualise them to meet the specific needs of their learners. This flexibility promotes strong learner engagement and meaningful learning experiences.
Centres should ensure that detailed schemes of work and session plans are in place which consider all aspects of the qualification specification. These should include details of strategies and resources required for teaching and assessment that meet learners’ needs.
Teaching and learning approaches must be consistent with the context, level and stipulations of the qualification and be designed to engage, stimulate and motivate learners.
Centre devised assessments must meet the qualification specification. Assessments must enable the assessor to differentiate accurately and consistently between the levels of attainment demonstrated by learners. Assessment must only include content that is drawn from the knowledge, skills and understanding in the specification and that the level of demand must be consistent.
- make it possible for learners to demonstrate the extent to which they have the knowledge, skills and understanding required by the qualification
- allow the specified level of attainment to be reached by a learner who has attained the required level of knowledge, skills and understanding
- be fit for purpose, valid and appropriate to the knowledge, skills and understanding being measured
- effectively differentiate between learners (on the basis of the knowledge, skills and understanding being assessed)
- accurately measure the knowledge, skills and understanding that it is intended to measure
Centres are required to ensure that centre devised assessments are kept under review, amending them where necessary, to ensure they remain fit for purpose, for example by reflecting new requirements, good practice or legislation.
Some qualifications and their units will prescribe the assessment methods that must be used. These prescribed methods will be highlighted within individual units.
Where the methods are not prescribed, centres should use a variety of assessment methods to assess learners as this will allow learners to demonstrate their knowledge and/or skills competency. The most important factor is that the assessment methods are appropriate for the intended outcome.
Centres must adhere to Agored Cymru’s assessment requirements when delivering qualifications, a unit or units.
For guidance on assessment, please refer to the Agored Cymru Guide to Assessment.
- have current and/or relevant experience in assessing;
- have undertaken relevant training if new to assessing (Agored Cymru Introduction to Assessment courses);
- have good knowledge and understanding of Agored Cymru assessment requirements;
- be familiar with the level of the qualification and its unit(s);
- have good subject knowledge and understanding and/or experience of the unit(s)/qualification(s) being assessed.
Assessors do not currently need to have a formal assessment qualification* to assess Agored Cymru units and / or qualifications, unless stated in the qualification guide or unit specification. However, Agored Cymru strongly recommends that assessors work towards formal accreditation (e.g. Level 3 Certificate in Assessing Vocational Achievement). In addition, Agored Cymru strongly recommends that assessors attend Agored Cymru’s Introduction to Assessment training.
Specific Assessor Requirements
For this qualification assessors must be undertaken by an occupationally competent practitioner in the relevant study field.