Report: Focus Awards Level 4 Certificate in Education and Training

This report provides a comprehensive overview of assessment strategies within the context of the Focus Awards Level 4 Certificate in Education and Training. It explores various aspects of assessment including managing information, planning and making decisions about occupational competence, and preparing assessments of vocational skills, knowledge, and understanding. The report emphasizes the importance of feedback and questioning, the use of witness testimony and learner statements, and the recognition of prior learning in the assessment process. It also addresses the maintenance of legal and good practice requirements, including equality and diversity, and the effective sharing of resources with other learning professionals, such as through cloud-based systems. The report concludes by highlighting the recording of individual learning goals and the importance of individual learning plans, referencing relevant academic sources to support the analysis. This assignment is a valuable resource for students seeking to understand the complexities of assessment in educational settings and is available on Desklib, a platform that provides AI-based study tools.

Focus Awards Level 4 Certificate in Education and Training
Focus Awards Level 4 Certificate in Education and Training
1. Understand how to manage information relating to assessment. 7.2 - Explain how feedback
and questioning contribute to the assessment process.
Effective questioning is a key tool in assessment for learning strategies and should be
planned such that range of responses is anticipated. Good questions lead the learner on a
journey in which there is a balance among content.
2. Be able to plan the assessment of occupational competence. 1.1e - Use of others (witness
testimony).
In term of effective learning and knowledge, the individual plan and required good
communication, time management and technological skills.
3. Be able to make assessment decisions about occupational competence. 2.1e - Use of others
(witness testimony).
In term of making decision regarding learning and knowledge, the competencies are decision
making, critical thinking and problem solving.
4. Be able to plan the assessment of occupational competence. 1.1f - Looking at learner
statements.
As a learner, the occupational competences that make plan are communication, technical,
management and problem solving etc.
5. Be able to make assessment decisions about occupational competence. 2.1f - Looking at
learner statements.
As per learner statements, occupational skills to be make assessment of decisions are
decision making critical thinking and problem solving etc.
6. Be able to plan the assessment of occupational competence. 1.1g - Recognising prior
learning.
As per prior learning, the occupational skills in term of learner are communication, decision
making, time management, problem solving etc.
7. Be able to make assessment decisions about occupational competence. 2.1g - Recognising
prior learning.
As per prior learning, to make assessment decision about occupational skills are active
listening, interpersonal skills, collaboration, communication, logic, critical thinking and many
more.
8. Be able to prepare assessments of vocational skills, knowledge and understanding. 1.1g -
Recognising prior learning.

Focus Awards Level 4 Certificate in Education and Training
In term of vocational skills, knowledge and understanding, to prepare assessment skills are
required like work readiness, social and communication skills, and task analysis and career
choice.
9. Be able to prepare assessments of vocational skills, knowledge and understanding. 1.1a -
Assessments of the learner in simulated environments
Evaluation of the learner in simulated environment, good communication, critical thing,
motivation skill and effective listening ability will be required to prepare a assessment.
10. Be able to prepare assessments of vocational skills, knowledge and understanding. 1.1b -
Skills tests.
In context of skills test, the be prepare by considering such phase like identify the goal,
collect information, consider the consequences, make decision, evaluate decision etc.
11. Be able to maintain legal and good practice requirements when assessing vocational skills,
knowledge and understanding. 4.2 - Apply requirements for equality and diversity and,
where appropriate, bilingualism.
To maintain legal and good practice requirements during vocational skills, knowledge and
understanding, the laws are equality act, diversity act, discrimination act and safety &
security act etc.
EAT
3.2- Review ways of sharing resources with other learning professionals
Shared resources, also acknowledged as network resources, indicate to computer information,
data or hardware devices that can be easily contacted from a remote computer by a local area
network (LAN) or company intranet. Successful shared resource access permits users to run like if
the shared resource were on their own computer. The most frequently utilised shared network
atmosphere objects are files, information, multimedia and hardware resources such as printer, fax
machines and scanners (Wang and et. al., 2018). There are several tools and techniques which can
be used by individual to share and transmit information with other learning professionals like Google
Drive, OneDrive, Box and SugarSync and others. Sharing resources needs taking through certain
constraints like security, compatibility, mapping and file transfer protocol or file sharing. Institutes
present constant growth options for unauthorised shared resources, Security mechanism should be
executed to offer effective parameters.
There are several benefits of knowledge and understanding, teachers can now post materials
that all learners on a course can access, Learners, in turn can post work in progress to get formative
assessment. This means simplified collaboration among educators and professional learners. In term
of sharing information, the educator also use these tools so that they can easily transmit important
and required information to learners. Because data and information is not exclusively stored locally,

Focus Awards Level 4 Certificate in Education and Training
when a cloud based system is utilised there are concerns about information and data protection. In
particular, data created within the educational institute may not be delivered externally of the
organisation unless a minimum extent of protection and security is offered. Thus is laid out the safe
harbour privacy principles that institutes may voluntarily adhere to if they wish to administrate
information (Foley, 2020). So along with sharing resource of information protections of information
is also crucial which can be provided it by storing it cloud and maintain the security of it.
1.3- Record learners' individual learning goals
The goals and aims of individual learning can be recorded by the Individual learning plan via Pro
Monitor. This offers software for people to record and date the aims and also sent to the learners
particularly for them to read over and agree. Once the date set has been reached, it is essential and
important that they review the goals or targets and provide response or feedback to the learners. If
the individual has accomplished their aims and objectives, they then loo to offer more in order to
constant with their growth and development. If they still require time they will put a development
plan in place to support and constantly encourage the learners. The understanding and constant
development of learners is crucial to their enhancement and learning journey (Scott, 2020). The
assessment or evaluation and goal setting must be executed accurately through collaborating with
the individual and Individual Learning plan measure the attainment of goal and hitting the set target
of learners.
REFERENCES
Books & Journals
Wang, P. and et. al., 2018. A critical review of the use of virtual reality in construction engineering
education and training. International journal of environmental research and public health, 15(6),
p.1204.
Foley, G. ed., 2020. Understanding adult education and training. Routledge.
Scott, G., 2020. Change matters: Making a difference in education and training. Routledge.
D'Elia, F., Mazzeo, F. and Raiola, G., 2018. The core curriculum in the university training of the
teacher of physical education in Italy.