Evidence of achievement must be mapped against specific learning outcomes/assessment criteria. Learners cannot be awarded credit on OCN programmes for partial achievement of a unit. This evidence will be made available to the OCN Verifier to confirm the Award of Credit for the learner/group of learners.
The following are acceptable forms of evidence that are straightforward to cross reference to assessment criteria within units:
|Artefacts||Poetry||Short Answer tests|
|Audio/visual tapes||Workbooks/logbooks||Written exercises|
|Time constrained exercises||Profile||Drawing/diagram/plans|
|Witness statements||Labelled diagrams||Research|
|Mentoring log||Case studies|
The following are acceptable forms of evidence that may / will have to be accompanied by signed tutor checklists/witness statements to ensure that adequate evidence exists to allow the Verifier to confirm that individual learners took part in the activity and achieved the assessment criteria:
|Observation of practical activities||Discussions|
|Oral Tests||Oral question and answer sessions|
Learners taking part in these types of activity as part of the assessment process should be encouraged to keep any preparatory notes/plans etc. which will make the assessment decisions more reliable and transparent. Evidence should ALWAYS be clearly cross referenced to relevant assessment criteria.
Taped or videoed evidence should have an introduction identifying the unit and learning outcome / assessment criterion for which it is providing evidence. Both the tutor and individual learners should be identified by name.
When dealing with oral evidence it is essential that tutors keep an ongoing record of achievement of all learners in the group. If individual assessment / achievement records are lost this will be the only proof of achievement. Internal verifiers should sample this form of evidencing by attending the assessment.
It is important for Tutors/course co-ordinators to remember that assessments can be adjusted to take into account the needs of individual learners e.g. descriptions can be given orally where learners have difficulty with committing work to paper. It can be useful to talk to the Internal or External Verifier about adaptation of assessment methods to meet learners’ needs. (Access to Fair Assessment Policy )