Support for practice 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 training needs, and support for raising concerns. It can also involve physical access to student learning space and those who have been involved in the learning of students. They should be supported to manage their time to carry out their role, including the completion of student records. What support is proportionate will depend on the individual practice assessor and what is needed for them to perform their role, to enable them to carry out an evidenced based and reliable assessment, and uphold public protection.
Want to download and print whole sections of SISSSA? Visit the downloads page.
- 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