Assessment on accredited courses
The same types of assessment apply to learners on accredited courses. This can be done in the same, supportive way.
Some awarding bodies offer an assessment process similar to Recognising and Recording Progress and Achievement (RARPA). In many areas of learning, awarding bodies have already written specifications for qualifications as a set of performance criteria. Learners are usually required to compile portfolios to demonstrate that they have met the required performance criteria. They can often work at their own pace to do this and can carry out assignments related to their own interests and environments.
Even if your learners are not taking a qualification you might find it useful to look at these performance criteria. In literacy, numeracy, English for Speakers of Other Languages (ESOL) and information and communications technology (ICT), there are sets of criteria up to Level 2 in the form of core curricula and standards.
Some awarding bodies do use end tests and exams. These forms of summative assessment can be positive and helpful experiences if your learners:
- have a good idea about how having a qualification will benefit them; and
- have been carefully briefed about what to expect from the test situation.