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map NVQ CCLD L2 evidence to CCLD L3
I recieved a query a couple of days ago that prompts this ask .. my sincere apologies for preempting any intention of the original contactee xx
What objective thoughts do you have on using a candidate's submitted evidence from a passed certified Lv2 in their ** starting ccld Lv3 - how is it possible to map this and how do you manage the hours involved in reading through candidates observations/statements/knowledge or prefer to begin each level afresh? Many thanks Ruth xx |
i dont allow it as the knowledge for 2 is so much moire simplistic. at 2 they know what they do at 3 they should know how and why and more how to improve it. and to be honest i have only ever been asked once and that was by someone who was keener on speed than quality. Also if a student did want to x ref they would do the reading and referencing i dont ref level 3 they do it all themselves!
i think we have to stop seeing 3 as a continuation, it isnt its what they should do after going to work as a 2 for a year or so. our college insists on being employed in a 2 3 job and having a 2 already pref for 1 yr at least and our pass rate and drop out rate is extremely low. |
You're right sorry, I've edited my original post to remove continuation.
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L2 to L3
Hi new on this forum but not to NVQ assessing.
EV's are checking more than ever now that assessors are taking into account a candidate's APA (accredited prior achievement) I agree mapping from L2 to L3 could take a lot of assessor time. The quality of the evidence also depends on the level & experience of the candidate when undertaking L2. Some are straight L2's but others are border line L2/L3. When I plan unit assessment with L3 candidates I ask them to find evidence from L2 which they feel meets the L3 criteria. If this only part meets I will ask them for further evidence at L3 level. Depending on criteria this could mean further direct obs, questioning or professional discussion. Both the APA evidence & new evidence would then be logged. Hope this makes sense?? |
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