Applying the new assessment rules to Unit 2 Practical Sports Performance

As you are all aware for all learners registered after 1st September 2014 new assessment rules have been implemented. In short, the new assessment rules prevent the number of resubmissions that a learner has for each assignment.
 
In order to prepare learners for assessments it is important that learners are fully prepared to complete the assignment and in doing so are capable of achieving and understanding the requirements of each of the assessment tasks and also the assessment criteria targeted within each of these tasks.
 
It is firstly important to interpret the new rules. Once an assessment has begun, learners are unable to receive any support and guidance of what they need to do to achieve the targeted assessment criteria. It is therefore important that learners do not receive the assignment until after all of the appropriate delivery has been provided. This is to enable the learner to fully understand the requirements of each criterion that will be targeted in the assignment brief and the required content coverage that will be required to meet each criterion in full.
Learners should be encouraged to make detailed notes during this phase of delivery, as these notes can be used when the assignment is handed out to learners for completion.
 
The planning of the delivery phase for each assessment is very important, as is the planning of how many assessments a centre should use to assess each learner. I would advise that the centre split the assignment for this unit into three assignments. Each assignment should target the assessment criteria and associated unit content for each learning aim. By using three assignments to assess the entire assessment criteria for the unit it will provide the learners with the appropriate amount of time to retain the content and guidance provided for each assessment.
 
It addition to the support pre-assessment, the assessor should also ensure that the assignment tasks are detailed and include the content that needs to be targeted within each assessment. Within the task the assessor should also look to provide the learner with support to guide the learners through the task of what the learner needs to do to fully meet the requirements of the command verb targeted through the task.
 
When preparing learners for the assessment of Learning Aim A & Learning Aim B it is important that the practical element of each Learning Aim is given appropriate preparation and support. The assessor should provide learners with appropriate guidance and support through rehearsals of practical scenario’s prior to submitting the assessment.
 
For Learning Aim A, learners should be shown where to find rules, regulations and scoring systems for each sport (this should not be in the form of directly showing them all website and links, but rather show learners what a National Governing Body is and demonstrate in a group session how to navigate around the National Governing Body website to find the appropriate information. It would also be worthwhile pre-assessment showing learners how to fully prepare for the assessment of 2A.P2. This should include a thorough description of how to meet the requirements of 2A.P2 & 2A.M1 in full. After demonstration by the assessor the learners should then be given the opportunity to complete a mock assessment to enable them to understand how to apply the appropriate requirements for this particular element of the assignment.
 
For Learning Aim B in a similar fashion, the assessor should provide learners with an opportunity to understand what will be assessed for 2B.P5 & 2B.M2. This should include clear guidance on the difference between skills & techniques and tactics for sports. It is important for the assessor to inform learners that tactics must be covered in the evidence submitted in order for them to achieve the level 2 pass, merit and distinction criteria targeted in Learning Aim B & Learning Aim C.
 
For Learning Aim C learners should be given the opportunity to see what analysis of sports performance is, and how analysis can be used to assess strengths and areas for improvement of a sports performer or a team. When showing the learners how to analyse performance learners should be introduced pre-assessment how to use both objective and subjective assessment effectively. This will then provide learners with the opportunity to make an appropriate decision of which method to use for the sport that they will choose to analyse as part of their final assessment.
 
It is important that the pre-assessment activities and mock assessment prepare the learners appropriately for the assessment that they will be completing for each learning aim.
When the assignment briefs are submitted to learners, the assessor should not provide the learners with any guidance towards what the learners are required to do to meet any of the assessment criteria. The assessor must also not provide the learners with any guidance on whether any of the targeted assessment criteria have been met in the evidence completed. Formative feedback has been removed from the assessment requirements for the learners registered after 1st September 2014.
 
The assessor should still annotate on learner work, but only show the learner were the assessment criteria met has been targeted in the margins of the learners work/evidence submitted (only when appropriate). The assessor must not annotate on the learner work informing the learner what they need to do to improve the evidence submitted at first submission.
 
It is only after final submission and after internal verification has taken place that the assessor can provide the learner with any feedback upon the attainment of particular assessment criteria that were targeted in the assignment. The assessor should also not provide the learner with any guidance on what they need to do improve the work submitted. However, the assessor in their feedback to the learner can inform the learner what they have not done to meet particular criteria.
 
If the learner has not met all of the targeted criteria for an assignment, and the work has been authenticated as their own by both the learner and the assessor for the unit, and the learner met the agreed assignment deadline for the assessment. The learner will be allowed to re-submit the evidence for a second time (re-submission). Learners can only have one resubmission per assignment.

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