Taqa Unit 401

Quantitative data can be described as measurable factual and accurate data, i.e. sales, volumes and costs. Can be developed with historic records. Quantative data is more objective rather than subjective focusing on key issues.

UNIT 524. Facilitate change, in health and social care or children and young people’s settings.

Tesco has a good progress and their strategy is made up of of five elements:

I would like to start-up a business where I can learn from others about their culture and to see how different cultures will be with each other. Amsterdam is a big city with a shortage of hotels. That brings me to an idea: starting a hotel business.

Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare

The key concepts of internal quality assurance of assessment can be described as the way a centre

The functionality of centre IQA’s, although varying slightly, will monitor key aspects of the assessment process born from basic principles that are upheld throughout. The IQA’s role, therefore, needs to be consistent, reliable and fair supporting candidates and assessors ensuring the assessments are valid, authentic current and sufficient (VACS) matching the NOS as described by the Sector Skills Council (SSC). The IQA has direct influence on the performance of delivery and assessment teams. ‘Good IQA’s can spot areas for improvements long before they become a problem.’ Pg 191 The Vocational Assessors Handbook.

4.1 Critically compare the types of feedback, support and advice that internal assessment and quality assurance staff may need to maintain and improve the quality of assessment

Assess strategies and methods used to minimise the harm to children, young people and their families where abuse is confirmed (M3). Justify responses where child maltreatment or abuse id suspected or confirmed, referring to current legislation and policies (D2)

The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

With all of the activities carried our by the learner (with or without the assessor) the assessor needs to make decisions on the learner's competence in relation to the requirements of the qualification. The assessor should make their judgements of success or not and provide constructive feedback to the learner in a way that best suits the individual. If any further action is necessary for the completion of the qualification criteria (i.e. more training, description of knowledge or other evidence of ability) then a further plan should be agreed to achieve this. All such information discussed and agreed should be recorded appropriately at each stage.

1. External quality control of assessment - The monitoring and standardisation of assessment decisions will be achieved by a robust and strong external quality assurance process.

NCFE Level 4 Award in Understanding the External Quality Assurance of Assessment Processes and Practice

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

Explain the purpose and benefits of planning work, and being accountable to others for own work