Assessment and Accreditation

Assessment and accreditation provide a snapshot of the standards reached at a particular point in time. They generate evidence about young people’s achievements and the quality of provision and practice. This evidence can feed into other quality assurance processes and contribute to wider improvements. When reviewing the use of assessment and accreditation to support quality improvement, local consortia and their partners should consider the following.

 

Quality standards and awards– check that quality standards and awards for careers education and IAG are current. Most quality award schemes require award holders to apply for re-accreditation after a fixed period in order to support the cycle of continuous improvement.

 

Assessment of learning– check that the use of performance data contributes to improvements in teaching, learning and the wider curriculum offer. Ensure that it helps to maximise individual progression. Look at the relationship between performance data, destination statistics and progression information (e.g. post-16 progression measures, achievement of progression targets). Identify trends over time. Use the outcomes to improve careers education, wider curriculum provision (e.g. the range and combination of options offered), IAG and the links between careers education and IAG.

 

Assessment for learning – check that young people’s achievement of the learning outcomes for careers education is assessed and that assessment outcomes are used to support the personalisation and differentiation of learning. Ensure that young people know how they are doing and what they could do to improve. Share this information with parents and carers if appropriate. Ensure that assessment techniques actively involve young people and allow them to:

  • contribute information and ideas that demonstrate their knowledge, understanding, skills and other learning gains
  • receive appropriate feedback that helps them to check, confirm and improve their understanding and ability to progress
  • prepare for and test their understanding of tasks and their desired outcomes
  • engage in self and peer assessment
  • track and record progress and use assessment outcomes in IAG, individual learning planning and associated processes and activities.

 

Accreditation of learning – review the use of external accreditation for career-related learning to ensure that it continues to meet young people’s needs. Review the relationship between the elements of career-related learning that are accredited as part of work-related qualifications and those that are accredited separately through other qualifications (e.g. career planning and preparation for working life) to ensure that there is no duplication and that accreditation adds value for young people. 

 

Questions to ask yourself

  • Do organisational and/or local consortium arrangements make effective use of assessment and accreditation to support young people’s learning journeys and individual progress?
  • How do you know?
  • What, if anything, could you do to improve the use of assessment and accreditation in this way and who could help?

 

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