Integrated Assessment
For award of the qualification, a candidate must achieve each unit standard as per item “Exit level outcomes and rules of combination” above. Candidates must demonstrate the ability to engage in the operations selected in an integrative way, dealing with divergent and “random” demands related to these work operations, effectively.
Fundamental exit level outcomes require that the candidate must demonstrate the ability to communicate and use mathematics effectively in a variety of ways.
Core exit level outcomes must be assessed in the context of the workplace and candidates must be able to demonstrate competencies in the normal course of workplace activities. These often require that the competencies be applied simultaneously and in different combinations.
The requirement of this qualification is that the process of polishing a diamond gemstone under minimal supervision requires integrated assessment. Whilst the processing elements can be assessed separately, the key to the qualification is the ability to produce the gemstone at the required level of finish without close supervision.
Evidence is required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification: that is to say to effectively carry out the full cluster of elective standards at the level or Brillianteer.
Principles of assessment:
Appropriate: The method of assessment is suited to the performance being assessed.
Fair: The method of assessment does not present any barriers to achievements, which are not related to the evidence. In particular, the method of assessment is sensitive to language diversity.
Manageable: The methods used make for easily arranged, cost-effective assessments that do not unduly interfere with learning.
Integrated into work or learning: Evidence collection is integrated into the work or learning process where this is appropriate and feasible.
Valid: The assessment focuses on the requirements laid down in the Standard; i.e. the assessment is fit for purpose.
Direct: The activities in the assessment mirror the conditions of actual performance as closely as possible
Authentic: The assessor is satisfied that the work being assessed is attributable to the person being assessed.
Sufficient: The evidence collected establishes that all criteria have been met and that performance to the required Standard can be repeated consistently.
Systematic: Planning and recording is sufficiently rigorous to ensure that assessment is fair.
Open: Learners can contribute to the planning and accumulation of evidence. Assessment candidates understand the assessment process and the criteria that apply.
Consistent: The same assessor would make the same judgement again in similar circumstances. The judgement made is similar to the judgement that would be made by other assessors.
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