Assessment Criteria for Exit Level Outcomes
In particular, assessors should check that the learner is able to demonstrate an ability to consider a range of options and make decisions, meeting the following criteria:
1. Effective Communication is demonstrated with fellow IT staff & with users of information systems, in the form of written and verbal communication.
2. An understanding of different types of computer systems and the use of computer technology in business is demonstrated, being able to describe the different computers systems and associated hardware and network configurations and investigate (sometimes under supervision) its use within organisations.
3. The ability to identify different problem solving techniques, and when and how to apply them, is demonstrated.
4. A fundamental understanding of Computer Technology Principles are demonstrated by explaining computer architecture, networking and operating systems concepts, as well as different data storage methods.
5. An understanding of use of equipment safely for technological purposes is demonstrated, being able to install, maintain and upgrade hardware or infrastructure in areas of specialisation, according to customers’ Service Level Agreements, manufacturers’ recommendations and safety regulations.
6. Working effectively as a team member within a support environment, taking part in team activities and understanding different roles within different support teams.
7. The knowledge of the techniques & skills needed in one or more areas of specialisation is demonstrated by carrying out a small size task that is covering the assessment criteria explained in the unit standards selected in the specialising area being assessed in.
In addition to the above, unit standards will be utilised to provide depth of specification of the outcomes ranges and the assessment criteria and processes.
Furthermore, the assessment process should also cover the following generic components:
Measure the quality of the observed practical performance as well as the theory and underpinning knowledge behind it;
Use methods that are varied to allow the learner to display thinking and decision making in the demonstration of practical performance;
Maintain a balance between practical performance and theoretical assessment methods to ensure each is measured in accordance with the level of the qualification; and
Ensure that the relationship between practical and theoretical is not fixed but varies according to the outcomes being assessed.
Assessment of Critical Cross-field Outcomes:
To ensure applicability of Fundamental and Critical Cross-field Outcomes this should be assessed as part of Core and Elective assessments.
Integrated Assessment:
Development of the competencies may be through a combination of formal and informal learning, self-learning, training programmes and work-based application.
The practical, applied, foundational and reflexive competencies demonstrated for the group of assessment criteria in this qualification, must prove that the whole competence is more than the sum of the parts of the competencies.
Providers should conduct diagnostic and formative assessment. Formative, continuous and diagnostic assessments should also take place in the work place, if applicable. The learner should also be able to assess him or herself and determine readiness for a summative assessment against this qualification.
During integrated assessments the assessor should make use of formative and summative assessment methods and should assess combinations of practical, applied, foundational and reflexive competencies. Input to completing the Integrated Assessment typically makes use of combinations of the following assessment methods:
1. Time-constrained written examinations
2. Coursework Evaluations
3. Continuous Evaluation
4. Practical Evaluation
5. Evaluation of Portfolios of Evidence
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