Making assessment decisions using criteria Assessors make judgements using the criteria. The evidence from a learner can
be judged using all the relevant criteria at the same time. The assessor needs to
make a judgement against each criterion that evidence is present and sufficiently
comprehensive. For example, the inclusion of a concluding section may be
insufficient to satisfy a criterion requiring ‘evaluation’.
Assessors should use the following information and support in reaching
assessment decisions:
•
the
Essential information for assessment decisions section in each unit
gives examples and definitions related to terms used in the criteria
•
the explanation of key terms in Appendix 3: Glossary of terms used
•
examples of assessed work provided by Pearson
•
your Lead IV and assessment team’s collective experience, supported by
the standardisation materials we provide.
Pass and Merit criteria relate to individual learning aims. The Distinction criteria as a
whole relate to outstanding evidence across the unit. Therefore, criteria may relate to
more than one learning aim (for example A.D1) or to several learning aims (for example
DE.D3). Distinction criteria make sure that learners have shown that they can perform
consistently at an outstanding level across the unit and/or that they are able to draw
learning together across learning aims.
Issuing assessment decisions and feedback Once the assessment team has completed the assessment process for an assignment,
the outcome is a formal assessment decision. This is recorded formally and reported
to learners.
The information given to the learner:
•
must show the formal decision and how it has been reached, indicating how
or where criteria have been met
•
may show why attainment against criteria has not been demonstrated
•
must not provide feedback on how to improve evidence
•
must be validated by an IV before it is given to the learner.
