Why Is Assessment Carried Out Nursing Essay

Why Is opinion Carried Out Nursing moveAlthough some questions may appear similar, there are subtle differences that indigence to be considered if you are sign-posting one answer to another.Criteria Number sound judgment Criteria1.1 condone the functions of judgementWhy is opinion carried issue?What is the purpose of discernment?What does discernment measure?What are the anticipated come out of the closetcomes of appraisal?Assessment is carried out as a way of compiling reading about an unmarried or root to ascertain development necessarily. It is an integral part of twain eruditeness and tenet/coaching and allows the assessor to identify strengths, weaknesses and gaps in learning, enabling them to formulate for the next steps in their learning by providing feedback to the individual and agreeing targets.Assessment may be wontd for 3 main reasonsPre-Assessment To categorize or identify the development stage at which an individual or assort is currently performin g at. This will provide a benchmark relative to a predetermined criteria and/or standard.Formative Assessment Once a base roue measure has been ascertained, an intervention nates then be be by and by for. This allows the assessor to highlight specific areas of the discernment and target the intervention towards the deficiencys of the individual or group. development this approach enables the assessor to establish illuminate programme objectives.Summative Assessment Evaluating is just as chief(prenominal) as the assessment itself. It is a wreak that cornerstone determine the growth and hap of the individual or group. This is why it is important to assess before and after the implementation of both programme as the effectiveness of the programme hobo be thrifty according to the difference between the two assessments. endless or formative assessment, is essential not only of the individual and/or group but also of the product of learning, and then compared to the crit eria and/or standards plume out by the awarding body, (if applicable). This allows for assessment to be integrated into the teaching and learning process and links closely to what we assess, when we assess and why we assess.Assessment is not the be all and end all of teaching, but alternatively a process that maps a students progress and reachments during a specified timescale. Using the feedback given to them from assessment, the student will build an understanding of their target/s and be able to discuss with the assessor where they currently stand in tattle to this target. From here, the student should have a better understanding of how they can achieve the desired outcome..1.2Define these key concepts and principles of assessment sporting trustyValidSafe and manageableSuitable to the candidate necessitateFairFairness in assessment ensures that the individual is given equal opportunities to be successful in reaching their objective.ReliableReli faculty in assessment is esse ntial. This would mean for deterrent example that if we repeated an assessment on a student, or they were observed by another assessor, then the results should be consistent crosswise the board.ValidAssessment conveys to be valid. What this means is that it assesses what it is supposed to assess.An example of this would be if I were to assess a student on their ability to coach a sports session. I could get the candidate to write up on how to coach a session, however, this would not allow me to assess whether or not they could physically coach a session and as much(prenominal) the method would prove to be invalid. A correct method would be to actually watch them coach a sessionSafe and realizablePlanning in depth and complicated assessments could have a shun effect as they can become completely unmanageable. When putting a plan together, the time management of the individual and/or group, as nearly as the assessors, should be taken into regard and not become a burden.Suitabl e to the candidate withdrawsAssessment should always take into experimental condition the needs of the individual and /or group.The criteria of most programmes can be assessed in a variety of ways which enables the assessor to steer the individual and/or group to the desired outcome by utilising different methods based on the candidates personalised circumstances.1.3Explain the responsibilities of the assessor with regard toPlanningAssessingConstructive feedbackIt is up to the assessor to organise any assessment programme that the individual/ group will embark on. Both the candidate and the assessor will need to agree on the most suitable source of evidence to use for the particular unit/s and agree upon an achievable target date, on with times and places for the assessment to take place. It may also be incumbent for the assessor to contact any staff, management, company or organisation to relay race their intentions of assessment, as some places of dress can have very inexo rable guidelines in place, for example- the prison service, and authorisation would need to be sought.The assessor needs to ensure that the planning is holistic with the aim of looking at the general picture.The range of assessment methods and strategies to be use should first be chequered with the awarding body. This will clarify if the chosen method is suitable as evidence. Any prior learning would also have to be taken into billhook during the planning process. The assessor would need to seek out this information at the beginning to reduce ant duplication.Both formative and summative assessments and be used to assess the performance, live onledge and understanding of the individual, who will need to provide evidence of assessment criteria for the assessor to check over. It is the assessor business to ensure they have an up to date copy of the criteria to which they intend to assess. ground on this they can then provide feedback to the individual on how to achieve the requir ed result if the requirements have not been met. However, the assessor has a business to the candidate to ensure that the correct assessment methods are being used for the task at handAll resulting decisions will then need to be recorded and justified.When providing feedback, the assessor should ensure they identify and reinforce any strengths witnessed from the evidence. Praise on achieving aspects of the criteria is essential for further progress to occur.At this point, it is important to remember to focus on the action at law/ task and not the person. The assessor needs to be objective, and not allow the feedback to get personal. It is deemed as brusque pattern to begin labelling the candidate as lazy or benumbed for example. The assessor needs to steer the conversation towards what was actually seen, heard, or read.On discussing areas for improvement whereby the individual has fallen short of the desired result, the assessor and the individual would need to define and agree on the arising issues and work together to earn a solution, setting out new aims and objectives and ways of how these can, and will be achieved.It is imperative that any feedback be given as close to the activity as possible. This will allow for a more accurate account of the assessment.1.4Identify the company and industry rules and regulations relevant to assessment in your ingest area of practice?The College and the Awarding Bodies used indoors the department get through to ensure that there are no unnecessary barriers when it comes to assessing sports students.The requirements and assessment methods in place for students offer a flexibility to enable a immense range of individuals to be able to demonstrate the level of competence required to meet the standards in a fair and reliably way.To ensure this is carried out correctly, the college is required to provide an Internal Verification Policy and Assessment Plan, that highlights the objectives, strategies and procedures tha t bespeak that the department is approaching assessment in the correct manner, which is in line with both college and national requirements. This allows the IV to check that assessment is being carried out and is consistent across the board. Any internal verification done within the department must be completed by someone not teaching on the course being run.All assessors, internal and out-of-door verifiers must be of a standard set out by the NGB/Awarding Bodies for which they need to monitor any changes and implement these accordingly. Any work that has been assessed by an unqualified assessor would need to be counter subscribe by a qualified assessor. This is to ensure that the evidence, methods and processes that have been used have been checked and authenticated.2.1Compare the strengths and limitations of a range of assessment methods with regard to your individual learners?3.1Identify the key factors to consider when planning assessment?Consider ingenuity of the Learner clo ck constraintsWorkplace requirementsLocation3.2 judge the benefits of a holistic approach to assessment?ConsiderThe opportunities for observation3.3Explain how to plan a holistic approach to assessment3.4 sum up the types of risks that may be intricate in assessment in your own area of responsibility.Consider both HS risks and business risks.3.5Explain how to minimise risks through the planning process.Consider plant LegislationPolicies and Procedures4.1Explain the importance of involving the learner and others in the assessment process?ConsiderMotivationRange of experience and understandingHow to involve ingenious witnesses4.2Summarise the types of information that should be made available to learners and others involved in the assessment process e.g.DocumentationPoliciesProceduresSkills analysis outcomesOthers4.3Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning?ConsiderDevelopment of uninflected skillsUnderstanding of specificationsSelf reflection of own performance4.4Explain how assessment arrangements can be adapted to meet the needs of individual learners e.g.Time consideration, work/shift patterns etc.Confidentiality issuesConsideration of learning stylesVariation of assessment methods5.1Explain how to judge whether evidence isSufficient Are the requirements met and how do you know?Authentic Is it the learners own work and how do you know?Current establish the working practices around that activity changed since the evidence was produced?5.2Explain how to ensure that assessment decisions areMade against specified criteria Refer to your standardsValid Accurately measured using a method that suits the situationReliable Ensuring the same results irrespective of who is assessingFair That equality diversity and individual needs have been considered6.1Evaluate the importance of quality assurance in the assessment process?6.2Summarise the quality assur ance and standardisation procedures in your own area of practice includingInternal proceduresQCF and awarding institute guidelines6.3Summarise the procedures to follow when there are disputes concerning assessment in your own area of practiceInternal and outside procedures, including appeals7.1Explain the importance of following procedures for the management of information relating to assessment.Give consideration toThe NVQ code of practice 2006Regulatory arrangements for the QCF 2008Company policies and proceduresAwarding institutes policies and procedures7.2Explain how feedback and oppugn contribute to the assessment process?8.1Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, gum elastic and welfare.Give consideration toData protectionChild protectionSafeguardingwellness and safety8.2Explain the contribution that technology can make to the assessment process?8.3Evaluate the requirements for equality and diversity and where appropriate bilingualism in relation to assessment?8.4Explain the value of reflective practice and continuing professed(prenominal) development in the assessment process?