Assessors may choose to approach these stages in assessment planning by categorising evidence opportunities as follows:
• Naturally-occurring evidence from the learner’s previous or everyday work performance.
• Other performance evidence from variations of the learner’s normal work.
• Realistic simulations.
• Case studies and projects.
• Evidence of knowledge and understanding not demonstrated through performance.
The integration of assessment involves choosing a variety of assessment methods, which can integrate a number of assessment activities on a particular occasion. The integration can be across one specific outcome or across a series of specific outcomes.
The advantages of integrated assessment are as follows:
• The learner can carry out worthwhile activities to generate evidence for assessment, rather than carry out artificially fragmented tasks, which may seem trivial.
• It provides opportunities to carry out assessment within an organisation’s normal working practice and to make the best use of naturally occurring evidence.
• It avoids duplication of assessment activities common to different specific outcomes. This can reduce learners’ frustration at being asked to carry out two or more similar activities to provide evidence for different specific outcomes, and minimise the time spent collecting and judging evidence.
• The assessor can feel more confident when making his/her assessment decisions, as learners carrying out integrated activities have to transfer their skills and knowledge across different contexts.