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«Assessor’s Guidelines for the SVQ 4 in Care Services Leadership and Management SCQF level 10 (GJ9V 24) Publication date: December 2014 Publication ...»

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Assessor’s Guidelines for the SVQ 4 in

Care Services Leadership and

Management SCQF level 10 (GJ9V 24)

Publication date: December 2014

Publication code: DB6185

The information in this publication may be reproduced in support of SQA

qualifications. If it is reproduced, SQA should be clearly acknowledged as the source.

If it is to be used for any other purpose, then written permission must be obtained

from the Support Materials Development Officer at SQA. It must not be reproduced for trade or commercial purposes.

Published by the Scottish Qualifications Authority The Optima Building, 58 Robertson Street, Glasgow, G2 8DQ Lowden, 24 Wester Shawfair, Dalkeith, Midlothian, EH22 1FD www.sqa.org.uk © Scottish Qualifications Authority 2014 Contents About SVQs and the SCQF

How are standards defined in SVQs?

Who is involved in SVQs?

The steps involved in assessing a candidate for an SVQ

1 The SVQ 4 Care Services Leadership and Management SCQF level 10........... 7 Structure of the SVQ

An Assessment Strategy for the SVQ

Why would people be interested in the SVQ?

How do candidates begin?

Choosing the SVQ

2 Preparing to assess the SVQ

Your role and your candidate’s role

Planning

Selecting methods of assessment

Methods of assessment

Observation

Reflective accounts (Personal statements)

Product evidence

Other methods of assessment

Witness testimony

Simulation

Other sources of evidence

3 Generating evidence

Questions

Candidate’s reflective account (personal statement)

Expert witness/Witness testimony

Filling the gaps

Judging candidate evidence and making an assessment decision

Insufficient evidence

4 Recording achievement

Using the index of evidence

Evidencenumber

5 Further information

What else should I read?

Appendix 1: Blank recording forms

About this guide This guide provides some practical examples of how to assess your candidates for the SVQ 4 in Care Services Leadership and Management SCQF level 10. You may be able to think of other ways of assessing your candidates and recording your decisions about their competence.

Using assessments based on these examples does not guarantee successful verification — it is still your responsibility to ensure that internal quality assurance procedures are followed.

Introduction This introduction provides a brief overview of SVQs and how they are assessed in the workplace. If you are already familiar with the concept of SVQs, you may wish to go to the next section.

About SVQs and the SCQF Scottish Vocational Qualifications (SVQs) are work-based qualifications which set the level of occupational competence for each sector of the economy and are usually delivered in the workplace or in partnership with a college or other training provider.

The qualifications have been designed by standards-setting bodies made up of experienced practitioners who represent employers, professional bodies, trade unions, education and voluntary organisations.

Each standards-setting body is responsible for developing national standards which define what employees (or potential employees) must be able to do, how well, and in what circumstances, to show that they are competent in their work.

Each SVQ which a standards-setting body develops has to fit into a broad framework which allows qualifications in the UK and throughout Europe to be compared.

SVQs are currently notionally placed in the SCQF as the individual SVQs may be at differing SCQF levels and have differing amount of credit points, depending on the structure and context of the SVQ. SVQs are a means of recognising the skills and knowledge people need in employment, ie job competence. Successful completion of an SVQ provides clear evidence that the learner works to nationally recognised occupational standards.

Each Unit defines one aspect of a job or work-role, and says what it is to be competent in that aspect of the job. To be awarded a full SVQ, candidates must achieve each of the SVQ Units which make it up by demonstrating that they are competent in that aspect of the job. The Units which make up the SVQ can also be taken as freestanding awards. Some SVQs or SVQ Units are incorporated into other awards or programmes including HNCs and Modern Apprenticeships.

Explanation of levels for Care SVQs

–  –  –

SVQ3 Competence involves the application of knowledge and skills in a (SCQF level 7) broad range of varied work activities, most of which are complex and non-routine. There is considerable responsibility and autonomy, and control or guidance of others is often present.

SVQ4 Competence involves the application of knowledge and skills in a (either SCQF broad range of complex technical or professional work activities, level 9 or 10) performed in a wide variety of contexts and with a substantial degree of personal responsibility and autonomy. Responsibility for the work of others and the allocation of resources is often present.

For further information on SCQF go to www.scqf.org.uk.

How are standards defined in SVQs?

All SVQs consist of standards which can be broken down into various parts.





Units define the broad functions carried out in the sector. (Some SVQs break units down into elements).

Units consist of Performance Criteria which describe the activities which employees have to perform, and will require candidates to demonstrate certain skills or Knowledge and Understanding.

They define the quality of performance in what people must be able to do — how well they have to perform. (In some SVQs these may also be called statements of competence or what candidates should do.) The section on Knowledge and Understanding says what candidates must know and understand, and how this knowledge applies to their jobs.

You may also come across standards containing statements on scope. These statements could, for example, list the equipment that candidates are expected to be familiar with and use in their occupational area.

Increasingly, you may see changes to this format as standards become more userfriendly and are written in plain English. For example, there may be some standards containing Range Statements or Evidence Requirements, but over time these should disappear. You may, however, find that information on the context, nature and amount of evidence which is required to prove competence (which used to be given in Range Statements and Evidence Requirements) is now defined in the assessment guidance for the qualification. Assessment guidance is drawn up by the awarding body and is packaged along with the standards to form the SVQ.

For this particular SVQ Care Services Leadership and Management you will see Units broken down into Performance Criteria and Knowledge and Understanding. Scope is also mentioned as a guide but it is not a requirement that you provide evidence across the scope.

Who is involved in SVQs?

There are several roles:

–  –  –

*Assessors and verifiers in centres will be asked by SQA to prove they have the appropriate occupational competence to assess and verify the SVQ. Occupational competence has been defined by the standards-setting body in the Assessment Strategy for this SVQ and the relevant parts of the Assessment Strategy can be found in the SQA Care section http://www.sqa.org.uk/sqa/45285.2893.html) on SQA’s website (www.sqa.org.uk). Both SQA and centres must comply with these requirements.

Assessors and verifiers are also expected to obtain an appropriate qualification in assessment and verification — this can be the Learning and Development Units (the national standards for assessment and verification), or an alternative qualification which SQA also recognises.

The steps involved in assessing a candidate for an SVQ In deciding whether a candidate should achieve an SVQ, you will go through these

stages:

 planning for assessment  generating and collecting evidence of the candidate’s competence in the Units  judging the evidence of the candidate’s ability and making an assessment decision based on the evidence  recording the assessment decision and the candidate’s achievement 1 The SVQ 4 Care Services Leadership and Management SCQF level 10 The SVQ in Care Services Leadership and Management have been developed by Skills for Care and Development (SCD). The Scottish Social Services Council work in partnership with SCD and the qualification is intended for people in management roles within the social services and healthcare sectors.

These people may be working as, eg a manager of a care home service for adults, a manager of a residential childcare service or a manager of a housing support service.

They will require skills and knowledge in leading and managing teams of staff in regulated settings to ensure vulnerable adults and children are safeguarded against harm and abuse and that a quality service is provided for individuals using those services.

The SVQ is designed to be assessed in the workplace, or in conditions of the workplace. Examples of the setting in which this SVQ is likely to be delivered include residential childcare settings, housing support services, care homes for adults.

Structure of the SVQ This section lists the Units which form the SVQ in Care Services Leadership and Management. To complete the whole qualification, candidates must complete 8 Units in total, comprising 4 mandatory Units and 4 optional Units.

SVQ 4 Care Services Leadership and Management SCQF level 10 (GJ9V 24)

–  –  –

An Assessment Strategy for the SVQ As part of its review of the SVQ, the standards-setting body Skills for Care and Development has developed an Assessment Strategy which defines a range of

requirements:

 External quality control of assessment (EQCA)  Assessment  Use and characteristics of simulation  Roles within the assessment and verification process  Sources of evidence  Recognition of Prior Learning The relevant parts of the Assessment Strategy are published in the SQA Care section (http://www.sqa.org.uk/sqa/45285.2893.html) on SQA’s website (www.sqa.org.uk), and both SQA and centres must comply with these requirements.

Why would people be interested in the SVQ?

People will take SVQs for a variety of reasons: to gain promotion, to prove their job competence, or for personal development. Legislative requirements for people working in specific job roles to hold appropriate qualifications also impacts on the reasons for people undertaking SVQs.

When someone enquires about undertaking an SVQ one of the first things to do is to find out why they want to do the SVQ, and to advise them of the appropriateness of the qualification in relation to the job role they are in.

Candidates wishing to do this award should be competent to SCQF level 8.

How do candidates begin?

Choosing the SVQ You should make sure that candidates get guidance before starting out on an SVQ — they need advice to ensure that their existing job remit, skills, experience, and their plans for progression, are matched to the SVQ selected. It does not have to be you as the assessor, who carried out the matching process, but whoever has responsibility for this should ensure that the assessment opportunities available to the candidate are also considered.

Example A job analysis can be a helpful tool to use with a candidate to identify if this SVQ is the right one for them.

–  –  –

By encouraging the candidate to identify the tasks and responsibilities they carry out as part of their job role and then make links between these and the Units within the award, it will be clear if this is the right SVQ for them.

A job analysis as detailed in the above example is also a helpful tool when supporting candidates to gather evidence holistically as it identifies where specific tasks link to more than one Unit.

2 Preparing to assess the SVQ This section offers practical advice on how to begin to go about assessing your candidates for the SVQ. This advice is offered as examples of good practice — you may develop your own approaches to assessing your candidates which also work well.

Your role and your candidate’s role Assessing the SVQ will involve several stages. Both you and the candidate should be clear on your roles in the assessment process before you begin.

Your role  ensure candidates understand what is to be assessed and how it is to be assessed  ensure the conditions and resources required for assessment are available  help candidates to identify and gather evidence  observe and record candidates carrying out the activities described in the standards — records should say what has been observed, how it was carried out, and what it demonstrates  assess products of the candidate’s own work  help candidates to present evidence  authenticate the evidence candidates provide  judge evidence and make assessment decisions  identify gaps or shortfalls in candidates’ competence  provide feedback to candidates throughout the assessment process  record achievement

Candidates’ role

 prepare for assessment — become familiar with the standards, what is to be assessed and how it is to be assessed  help to identify sources of evidence and how these could be assessed  carry out activities, and/or produce products of own work  gather and present evidence  receive and act on feedback from the assessor Planning In planning for assessment, you will find it helpful to meet with your candidate and plan what is to be assessed, in what way, and when and where the assessment is to take place. This discussion can be confirmed in the form of an agreed assessment plan between you and your candidate.



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