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Assessment rise11 Functions of estimationInitial assessment- the starting part, employ to decide what is known, what postulate to be taught and what go mutilate be assessed. Formative assessment- this decimal point is where the learner is still in preparedness and requires feedback on how they are progressing. Summative- used to judge completion. Whether you have passed or non. Holistic- clustering of assessments based on the grouping of a work role, sort of than stand alone.Functions of assessment in training Identify the skill gap Design the training refund the training Plan the assessment Assess Feedback Either move on to the next part of training or go back and re do the previous assessment. This starts from the minute you get a sore learner gestural on. I do this by, setting out a training plan, giving the training, deciding with the learner when we both feel they are ready to be assessed and then do the assessment. With Sonya, she came from another beaut y shop where she had already done her train 2, she was about to be signed on to level 3. Before we got her signed on we done an assessment on a colour and a cut to make trustworthy she was competent at level 2.12 Key concepts and principles of assessmentReliability By employ the criteria and qualification and credit framework any assessor functional(a) independently should come to the same decision when assessing a learner. The learner should have been condition the appropriate training and be competent to do the assessment. stiffness Is the work valid to the unit? The learner should be watched at all times to make certain(predicate) the work is authentic.Assessments show us, what the learner is open(a) of and where further training would be required. It would also show if the learner needed any extra help.13 Responsibilities of the assessor Make sure the candidates logbook is marked of when an assessment has been passed. Provide opportunities for assessment and make sure y ou book time out in your column. Be graceful to all candidates, avoid any discrimination, comparing one against the other. Assess the learner against the national occupational standards and not your own opinion of what the standards should be. Consider the needs of the individual candidates one might have a antithetical learning style to the other. Learning difficulties should also be taken into account and help appropriate drawn where needed. Plan and assess assessments with candidates. Make sure learner and assessor think it is the right assessment to be done and that the learner is capable of doing the assessment. Place the learner under no undue pressure. If the candidate does not feel good about doing the assessment you should encourage them, if as an assessor you think they are capable of passing the assessment. But do not apply pressure as this could make the learner foreboding or feel stressed out by this. Check and ensure all the evidence is valid, authentic, curre nt, sufficient and reliable. Make sure the work is valid to the unit and accurate, the learners own work, the work is consistent and of the appropriate nvq level criteria and is not a fluke. The work should also be current, i.e. if the learner has transferred salons and had some assessments already signed off you should make sure they are currently competent. Give constructive feedback. Using complement sandwich validatory commentCritical comment Positive comment Make sure you include the learner to give self assessment so you know how they think they have done. When giving your feedback always start with how do you think you did? Always give feedback promptly and record all assessment decisions and evidence clearly and amply so that everyone can always look back and see what has been said and done. Also in case there are any disagreements on the outcome you can look back at the records. accommodate future action plans with the learner so that both the learner and assessor kno w what the next stage will be. Any discussions with the learner should be carried out in a professional manor. During meetings with the learner you should study the progress of assessment plans and determine where additional learning and training is required.I have recently had an act with one of my trainees, she did not want to be taught anymore, and just wanted to be assessed on her cutting. She felt she had had abounding training , although I didnt. As she felt very strongly about this I allowed her to do a model we were going to use as training as an assessment, I did this so she would understand that she needs more training. Once she had completed the assessment I checked the cut, and explained to her where she had gone wrong, and also explained to her that with a low dapple more practice she would be able to be assessed on models similar to what she had done and would be able to be marked off on them. She has agreed to have a little bit more training and agreed we will d ecide together in future when she will be assessed so as not to waste models.14 Regulations and requirements relevant to assess hairdressing. Realistic working environment. Must develop realistic management procedures that incorporate a salon image. All assessments mustiness be carried out under realistic commercial pressures and on paying clients. Assessments should be completed at heart the commercial timescale. Candidates must be able to achieve a realistic volume of work. The space per working area conforms to health and safety legislation. The range of services, professional tools, products, materials and equipment must be up to date and functional for use. A reception area for clients to be greeted must be available. It must also include a payment facility. A retail facility must be provided.