Support for academic assessors can take a number of different forms, such as access to student documentation, knowing what the student is expected to achieve, to recognising and prioritising all education and training needs, and support for raising concerns. It can also involve access to student learning records in practice or even physical access to different learning environments should there be a need to observe the student. They should also have the protected time to carry out their role, including time for completing any student records. What support is proportionate will depend on the individual academic assessor and what is needed for them to perform their role, and to provide safer, better care.
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- Who are practice supervisors and how are they prepared?
- Who identifies who the practice supervisors are?
- What do practice supervisors do?
- Support for the practice supervisor role
- Who are practice assessors and how are they prepared?
- Who identifies the practice assessors
- What do practice assessors do?
- Support for the practice assessor role
- Who are academic assessors and how are they prepared?
- Who identifies the academic assessors
What do academic assessors do?
- What do academic assessors do?
- Collation and confirmation of academic learning
- Assessment for progression
- Upholding public protection
- Managing a student not meeting the progress expected
- Handing over to the next academic assessor (if relevant)
- Support for the academic assessor role
Learning environments and experiences
- Safe and effective learning
- Designing and reviewing a safe and effective learning environment and experience
- Types of learning experiences
- Support for those who deliver education
- Raising concerns
- The student at the centre of learning
- What to expect from your learning and assessment
- Raising concerns
- Complaints or appeals