Each academic assessor is responsible for collating and confirming the achievement of proficiencies and programmes outcomes in academic learning for the students they are assigned to. They may be an academic assessor for several students across different cohorts or even different programmes.
Collation and confirmation should be continuous throughout the time in which an academic assessor is assigned to a student. The academic assessor should be up to date on the progress of the student they are assigned to; collation of information on a student’s performance should be managed in a way that enables this.
Feedback to the student about their achievement, and working with them to review possible areas for improvement, also forms a fundamental part of the collation, confirmation, and assessment process. The process and form of feedback should follow the relevant AEI processes.
In order to make a recommendation for progression the academic assessor must make a judgment about student achievement in the academic environment based on the collation and confirmation of their academic learning. The academic assessor should take into account the student’s history of achievement throughout the programme and across theory and practice.
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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