Hi there does anyone have any examples of how to write a professional discussion. It seems every time I do this it turns into a question and answer session. I would be grateful for any help. Thanks
You start by asking a learner how they would do something. for instance how they assisted a client with a bath. the learner then tells you step by step what they did. You have to avoid asking questions but can prompt them.Is this any help
In context with this award the discussion should be a end stage event that provides an opportunity for the assessor candidate to reflect on their learning and performance journey related to the aquisition of newly learnt skills.
As maz66food indicated in terms of event prior planning it should not just be a Q&A session. While technically it represents a component part of A1 assessment, it's not 'ALL' about candidate assessment only, more an opportunity for the designated award assessor to explore some of the more 'unusual' aspects of operating as a skilled assessor, basing the CONVERSATION, for that really what it should be, around topic requirement and, my experience has been an opportunity to explore just how the newly to be qualified individual might, in theory, handle some of the more difficult, or unusual, aspects of assessment practice that a more experienced assessor (the designated assessor)might have themselves encountered during their own historical practice.
Certainly, as an A1 award assessor myself, this is how I personally approach this aspect of the award. I was recently monitored, by observation, by our centre EV & the post event feedback was along the lines of "One of the better discussions I've ever seen"
I belief that the question and answer/ professional discussion outcome will often reflect the level of the candidate.
Originally professional discussion was introduced for management level candidates. At this level a candidate will often provide a lengthy verbal explanation, supported by work place evidence, without the assessor having to say much. However, level 2 candidates may often be unsure what is needed so the discussion results in lots of questions and answers. In the first example the conversation is candidate led, in the second assessor led.
If this has some truth then the answer might lie in the selection of assessment method based on an assessment of the candidate and the suitablity of each method.
I find professional discussion a fantsatic method to use at the beginning of the assessment practice . . .as in . . .so tell me what you know about your job etc . . .an informal chat can often relax your candidate to. It gives you great insight as an assessor to the areas that need attention and detail and application to practice.
Some assessors may use them at the end of assessment practice to mop up what is needed to finish an award.
Using open questions rather than closed leads the candidate into good discussion and conversation.
In the past couple of weeks I have used it with two of my level 3 management candidates which has enabled me to sign-off units in one go. This has been done, as Tom said, by having the professional discussion, with the candidate referring to and presenting documents to support her competence.
My favorite is using it as the primary method of assessment for an A1 or V1 candidate.
The scenario is a prewritten list of topics to discuss, given to the A1 candidate ahead of the meeting to allow them to prepare. On the day we have their NVQ candidate portfolios at hand, plus any other records they might have, such as meeting minutes from standardisation. The trainee assessor then goes through the list of topics, explaining how and why they do what they do, and showing me the relevant records in situ.
I use the prepared list of topics for bulleting key points, identifying product evidence viewed and timing of the audio tape. This normally results in an effective audit trail.
Note this can only be completed when the person is reasonably competent and knowledgable.
For the candidate this means there is no need for completing written questions and candidate accounts etc. They do not need to start putting together a portfolio for their own A1 until near the end of their own programme. This avoids the confusing between candidate and trainee portfolio/assessment.
professional discussion
You start by asking a learner how they would do something. for instance how they assisted a client with a bath. the learner then tells you step by step what they did. You have to avoid asking questions but can prompt them.Is this any help
professional discussion - A1 award
In context with this award the discussion should be a end stage event that provides an opportunity for the assessor candidate to reflect on their learning and performance journey related to the aquisition of newly learnt skills.
As maz66food indicated in terms of event prior planning it should not just be a Q&A session. While technically it represents a component part of A1 assessment, it's not 'ALL' about candidate assessment only, more an opportunity for the designated award assessor to explore some of the more 'unusual' aspects of operating as a skilled assessor, basing the CONVERSATION, for that really what it should be, around topic requirement and, my experience has been an opportunity to explore just how the newly to be qualified individual might, in theory, handle some of the more difficult, or unusual, aspects of assessment practice that a more experienced assessor (the designated assessor)might have themselves encountered during their own historical practice.
Certainly, as an A1 award assessor myself, this is how I personally approach this aspect of the award. I was recently monitored, by observation, by our centre EV & the post event feedback was along the lines of "One of the better discussions I've ever seen"
Hope this helps.
I belief that the question
I belief that the question and answer/ professional discussion outcome will often reflect the level of the candidate.
Originally professional discussion was introduced for management level candidates. At this level a candidate will often provide a lengthy verbal explanation, supported by work place evidence, without the assessor having to say much. However, level 2 candidates may often be unsure what is needed so the discussion results in lots of questions and answers. In the first example the conversation is candidate led, in the second assessor led.
If this has some truth then the answer might lie in the selection of assessment method based on an assessment of the candidate and the suitablity of each method.
regards
Tom
NVQweb Coordinator
I find professional
I find professional discussion a fantsatic method to use at the beginning of the assessment practice . . .as in . . .so tell me what you know about your job etc . . .an informal chat can often relax your candidate to. It gives you great insight as an assessor to the areas that need attention and detail and application to practice.
Some assessors may use them at the end of assessment practice to mop up what is needed to finish an award.
Using open questions rather than closed leads the candidate into good discussion and conversation.
Dawn Armistead
Professional discussion
Brilliant tool!
In the past couple of weeks I have used it with two of my level 3 management candidates which has enabled me to sign-off units in one go. This has been done, as Tom said, by having the professional discussion, with the candidate referring to and presenting documents to support her competence.
Dave
My favorite is using it as
My favorite is using it as the primary method of assessment for an A1 or V1 candidate.
The scenario is a prewritten list of topics to discuss, given to the A1 candidate ahead of the meeting to allow them to prepare. On the day we have their NVQ candidate portfolios at hand, plus any other records they might have, such as meeting minutes from standardisation. The trainee assessor then goes through the list of topics, explaining how and why they do what they do, and showing me the relevant records in situ.
I use the prepared list of topics for bulleting key points, identifying product evidence viewed and timing of the audio tape. This normally results in an effective audit trail.
Note this can only be completed when the person is reasonably competent and knowledgable.
For the candidate this means there is no need for completing written questions and candidate accounts etc. They do not need to start putting together a portfolio for their own A1 until near the end of their own programme. This avoids the confusing between candidate and trainee portfolio/assessment.
Cheers
Tom
NVQweb Coordinator