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Session 3: Assessment and Validation methods (55 minutes)

Contents

Session 3: Assessment and Validation methods (55 minutes)

Overall objectives

Undertake appropriate assessments and validations

1. Provide constructive feedback on positive areas and areas to develop.

Key messages

Linked to the overall objective for this module above, there are also a number of key messages that learners should understand and take away with them at the end of this session. These include:

1. There are a wide range of different forms of evidence which may be appropriate in assessing competence, knowledge and skills.

2. Feeding back to the learner requires skill and must be a positive and constructive experience.

When the learner/applicant is confident that they have the knowledge or skills required for the Nights Away Permit, Activity Permit or to validate a module, they can be assessed.

Nights Away Advisers and Activity Assessors will use the relevant Assessment Checklist as an assessment tool; while Training Advisers will use the validation criteria as set out in the Training Advisers’ Guide.

Assessment against these criteria though, can come in different forms, with different types of evidence being used.

Task (5 mins)

In buzz groups, discuss some common forms of evidence you might observe in a Scouting context. Think about the different things that we assess.

Report back (5 mins)

Ask each group to state two types of evidence or generate a list together. Cover anything that has been missed from the list below. Highlight that often the most balanced assessments are made when a selection of these sources of evidence are used together.

For each of these, discuss whether they are likely to be used in a Nights Away / Activity Assessor / Training Adviser context, and which module they might be used to evidence.

  • Demonstration – where the assessor watches as the candidate carries out a task;
  • Discussion – the candidate and the assessor talk about how something is done or what has happened;
  • Workbook – once completed, these can show understanding of a topic;
  • Questionnaire – completion of a series of questions can show understanding;
  • External qualification – holding a qualification such as a national governing body or First Aid certificate can show abilities;
  • Working documents – such as records or plan, which were produced as part of a candidate’s role;
  • Projects – such as a residential experience or activity designed to put learning into practice;
  • Witness testimony – a statement by another person that they have seen the candidate carry out a task;
  • Video – a video of the candidate undertaking a task;

Or other, candidates may for example want to keep a portfolio of their evidence.

Assessment for the assessor and the learner should be:

  • part of a fair process
  • enjoyable
  • part of an agreed plan
  • based on appropriate evidence
  • based on everyday Scouting activities
  • supportive
  • valued
  • based on the fundamental values of Scouting

A successful validation of training or assessment for a permit is about confirming that somebody is able to do what they are supposed to be able to and that they can carry out their role or the activity safely and effectively and within the policies and rules of The Scout Association. It is about confirming that the learner has the required knowledge and abilities by checking that they are able to put these into practice in their role.

Do – encourage the learner to take responsibility for their own learning and assessment/validation and produce their own appropriate evidence.

Do – compare the evidence against the relevant assessment checklist or validation criteria.

Do – sign off the validation or assessment if the evidence demonstrates an understanding of the learning covered by the module, or the assessment criteria for the permit.

Do – show that you value their effort and work

Do – suggest positive things they can do to move forward

Do – ask another Training Adviser / Local Training Manager / Commissioner for advice if you are unsure;

Don’t - agree to validate something if you do not feel the evidence is enough/current/relevant

Don’t - be afraid to ask the learner for further evidence or further learning if necessary;

Task (15 mins)

A – Nights Away Advisers – go back to the sheet they worked on in Session 1b (appendix 2) and the Assessment Checklist for NAA. Look at the three columns before, during and after the event. Which criteria could be assessed at each stage, and what type of evidence might they see / be appropriate for each?

B – Activity Assessors – review the example application overviews. Which assessment methods would you use for each applicant? (Appendix 5)

C – Training Advisers – Provide three modules and some evidence (Appendix 6), which might be appropriate to validate each of them. Work together to decide whether this evidence would be suitable to validate these modules, or what further questions you might ask, what further evidence would you ask for?

D – Creative Activity Adviser/Assessors – Given an Application for staged or musical performance assessment and some outline information about the show (Appendix 7). Work together using the Staged Performance Assessment Checklist to decide what evidence to look for on visiting the performance in order to assess against these criteria.

Providing constructive feedback on positive areas and areas to develop is an important part of assessment. It is one way in which people learn but it must be done in a supportive, honest and fair way.

Role play two scenarios – You will need one person to act as the Training Adviser/Activity Adviser, and another to be the learner. Read out each scenario to begin with (see Appendix 8) and then act out the feedback you would give (as per the italic instructions under the scenario). Ask the participants to vote on which feedback they would prefer to have.

Brainstorm features of good feedback, which should include:

  • overall positive – three positive statements for every negative, start and finish with a positive;
  • next steps for development
  • follow up in writing
  • concentrate on the behaviour, not the person;
  • allow time for questions and discussion;
  • open questions and active listening;
  • think about venue;
  • tone of voice and body language are important;

Resources

For this session you will need the following resources:

  • 2 “actors” for your goldfish bowl scenarios.
  • Training adviser’s guide
  • Appendix 5, 6, 7 and 8
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