Assessment methods are ways in which evidence can be collected from a learner and assessed to confirm that they have the appropriate skills and knowledge to pass a qualification.
Assessment methods are sometimes specified within a qualification or assessment strategy, so ensure you carefully read the Qualification Specification, assessment strategy and support documentation that we provide.
If evidence of knowledge is required for a qualification, learners must speak or write to demonstrate this. Appropriate assessment methods are likely to be:
- questions
- assignments
- discussions
If evidence of performance, skills or competence is required, an observation of the learner completing a task is likely to take place. However, some qualifications may use more appropriate assessment methods such as:
- witness testimony
- simulation
- role play
- reflective accounts – where the learner speaks or writes about what they did in a certain situation that actually took place
Let’s take a closer look at some common assessment methods below.
Observation – this is the most natural way to gather evidence of a learner’s competence. The assessor should clearly state what they have seen the learner do and map this against the relevant assessment criteria. If an assessor is assessing a group of learners simultaneously, the observations in each of the learner’s portfolios must be individual to each learner, for example, detailing how each learner acted, spoke, worked or performed.
Please note: there may be circumstances within a qualification where observation is not appropriate. Please always consider confidentiality, dignity and privacy when considering observation as an option.
Expert/Witness testimony – here another person will state what the learner has done. As with observation, this must be individual to each learner and be specific in how they have met the assessment criteria. It is important that the witness used understands what must be assessed, how criteria would be sufficiently met and the level of detail they should provide to the assessor. It is good practice to give examples of how the criteria has been met by explaining exactly what the learner did.
However, a witness testimony should not be used to claim a learner’s knowledge. This would need to be captured through other methods as follows:
Questioning – this could be written or verbal. The learner should answer the question and ensure the command verb has been met. Command verbs such as ‘describe’, ‘evaluate’ or ‘analyse’ would require written sentences rather than a simple list.
Discussion – this should be planned with the learner, so that they are aware of what will be discussed. It should take the form of a conversation, rather than a question-and-answer session. If led correctly, a discussion could also link into competence evidence where the learner may discuss things they have done, situations they have experienced and the actions they have taken. The discussion could be recorded and supplied as evidence, as this adds to authentication of the portfolio.