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Created: 15 December 2009

Last Updated: 23 February 2015

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 View information on what is an assessment brief

 View information on how to write an assessment brief

 Print information on how to write an assessment brief

 View samples:
- Blank Brief for Level 1 and Level 2 Assessments
- Level 1 Sample Programme Module
- Level 1 Sample Assessment Brief 1 (derived from this Sample Programme Module)
- Level 1 Sample Assessment Brief 2 (derived from this Sample Programme Module)
- Level 1 Programme Assessment Overview

 

 

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Created: 15 December 2009

Last Updated: 23 February 2015

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A brief is the set of instructions given by the Assessor to the Learner outlining the requirements and criteria for each piece of assessment evidence to be included in the Collection of Work/Portfolio.

The brief should be given to the Learner once the learning outcomes being assessed in that particular piece of assessment have been taught and practised and the Learner feels comfortable being assessed. Assessment should always be planned and managed but may happen informally.

For the assessment of programmes at Level 1 and Level 2 it may be appropriate to give the Learner the brief in a form other than written. However, it is important to note that the assessment brief(s) must be available in written form for the External Authenticator so s/he knows what instructions were given to the Learner that resulted in the work contained in the Collection of Work/Portfolio being produced.

Information in the brief may include:

What the Learner is required to produce for inclusion in the Collection of Work/Portfolio. Specific information relating to what will be produced by the Learner may have been included in the programme application for validation made by the Provider. Assessors should therefore ensure they are familiar with all information pertaining to the programme, including any statements around assessment, prior to assessing the Learner

At Level 1 assessment is conducted in a closely structured, familiar setting. Assessment activities at Level 1 are frequently succinct, brief, multi-sensorial tasks that reflect sequencing and straightforward operations. They are routine and take place in a familiar setting, with support. Typically Learners will have completed the task successfully many times before being assessed.
(FETAC Guide to Awards at Levels 1 and 2 and associated processes, Version 1 - July 2008, page 23)

At Level 2 the settings are still familiar, but are well structured. Candidates are expected to be able to apply knowledge, skill and competence at basic level in a limited range of contexts, with well supported direction. Tasks reflect an opportunity to demonstrate a grasp of the logic and literacies of the relevant discipline and context. They are short as opposed to succinct, and will be familiar.
(FETAC Guide to Awards at Levels 1 and 2 and associated processes, Version 1 - July 2008, page 23)

How this assessment should be carried out
sample reading materials, charts, drawings, photographs, written evidence, learning plans, diary entries and so on

Marked: how the assessment will be marked
i.e. all assessment criteria should be listed - what learning outcomes are being assessed in this piece of assessment

In writing a brief it is important to use language and terminology that will be understood by the Learners and that is appropriate to the level of the award standard. At Level 1 and Level 2 it may be appropriate for the Learner to receive the brief in a medium other than written. However the brief must be available in written form for the Authentication Process.

Details

Created: 15 December 2009

Last Updated: 23 February 2015

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A brief is the set of instructions given by the Assessor to the Learner outlining the requirements and assessment/performance criteria of each piece of assessment.

The assessment brief must be available in written form for the External Examiner/Authentication Process.

The instructions to the Learner consist of:
What the Learner is required to do for the assessment of the module, i.e.:
Assignment
Collection of Work
Learning Journal
Project
Skills Demonstration(s)

How this assessment should be carried out
e.g. written report, case study, production of an artefact, compilation of a daily diary, demonstration of a skill, investigation of a topic.

Marked: how the assessment will be marked
i.e. all assessment or performance criteria should be listed

When: it should be submitted
i.e. the final date for submission of assessment as set by the Assessor/ Centre/ Provider

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Created: 15 December 2009

Last Updated: 21 July 2015

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Examinations may be practical, interview style, aural testing and/or theory based. For theory based examinations questions may be objective, structured, short answer and so on. Specific information about the types of examination questions that should be used to assess a learner in a theory based examination can be found in the section on guidelines for assessment in the validated programme module.

An examination paper is an assessment instrument designed by the assessor in accordance with the instruction given in the provider's validated programme module. The examination paper assesses a range of learning outcomes as specified in section 11b, Mapping of Learning Outcomes to Assessment Techniques, of the programme module and may comprise short answer and/or structured questions. For each examination paper the assessor is required to devise a marking scheme and set of outline solutions. An examination paper may be required to assess learners at levels 4, 5 or 6.

 View and Print information on writing Short Answer Questions

 

 View and Print information on writing a Structured Question