Unit 5 · Week 6 · 5 guided learning hours

Assessment, Feedback and Quality Assurance

This unit prepares you to assess learners on the CFAR course fairly and accurately, to give feedback that improves performance and to take part in the quality assurance arrangements that keep standards consistent across different centres and countries.

Learning outcomes and assessment criteria

You will	You can
1. Understand the principles and methods of assessment	1.1 Explain the purpose of formative and summative assessment. 1.2 Explain the principles of assessment: validity, authenticity, currency, sufficiency and reliability. 1.3 Compare assessment methods used on the course, including observation, oral questioning, scenario assessment and written questions.
2. Be able to plan and carry out assessment fairly	2.1 Produce an assessment plan for a practical skill. 2.2 Assess learner evidence against stated criteria and make an accurate decision. 2.3 Explain how to make reasonable adjustments without lowering the standard.
3. Understand feedback, record keeping and quality assurance	3.1 Give constructive feedback that is specific, timely and developmental. 3.2 Explain the requirements for assessment records. 3.3 Explain the role of internal quality assurance and standardisation. 3.4 Produce a plan for own continuing professional development.

Lesson 5.1

Why we assess

Assessment answers two questions: “Is learning happening?” and “Can this person now do what the course requires?”

Formative assessment happens during learning. Questions, observation of practice and short quizzes tell the tutor and the learner what needs more work. It is continuous and low stakes.
Summative assessment happens at defined points and leads to a decision of competence against the course criteria.

In first responder training the stakes are high. A learner judged competent may one day be the only person able to help a casualty. Assessment decisions must therefore be accurate, not generous.

Lesson 5.2

The principles of assessment

Five principles underpin fair assessment. They are often remembered by the letters VACSR.

Principle	Meaning	In practice
Valid	The assessment tests what it claims to test.	A practical skill is assessed by watching it performed, not by a written description.
Authentic	The work is the learner’s own.	Each learner performs individually; partners do not prompt.
Current	The evidence reflects present ability and current standards.	Assessment uses the current version of the course criteria.
Sufficient	There is enough evidence to make a decision.	Every criterion has been observed or tested.
Reliable	The same performance would receive the same decision from any assessor.	All tutors use the same checklists and take part in standardisation.

Lesson 5.3

Assessment methods

Method	Strengths	Limitations
Observation with checklist	Valid for practical skills; clear criteria	Time consuming with large groups
Scenario assessment	Tests decision making and skills together	Harder to standardise; stress may affect performance
Oral questioning	Accessible to learners with limited literacy; can probe understanding	Needs careful recording; assessor may unintentionally prompt
Multiple choice questions	Quick to mark; consistent	Depend on reading ability; test recognition rather than recall

Oral assessment as an alternative

Where a learner has limited literacy, asking the same questions orally is a valid alternative, provided the same knowledge is tested and the answers are recorded. This removes a barrier that has nothing to do with the learner’s ability to give first aid.

Lesson 5.4

Fair decisions and reasonable adjustments

Making a decision

Compare what you observed with each criterion in turn. The decision is either competent or not yet competent. If a learner is not yet competent, explain specifically what needs to improve and when they can be reassessed. Deliver this privately and sensitively.

Reasonable adjustments

A reasonable adjustment changes how a learner is assessed without changing what is assessed. Examples include:

extra time for an oral or written assessment;
an interpreter or bilingual assessor;
an alternative position for practical skills where a learner has a physical limitation;
a quieter space for a learner who is anxious.

An adjustment must never lower the standard. A learner who cannot achieve effective compressions, even with an adjustment, cannot be judged competent in that skill.

Lesson 5.5

Feedback that works

Good feedback improves future performance. It is:

Specific: it names exactly what was done well and what needs to change.
Timely: it is given as soon as possible after the performance.
Developmental: it tells the learner what to do next.
Balanced: it recognises strengths as well as areas for improvement.

Compare

Vague	Effective
Well done, that was good.	You checked for danger before approaching and your call for help was clear and early.
Your compressions need work.	Your hand position was correct. Your rate slowed after the first minute; count aloud to keep it steady.

Invite the learner to reflect first: “How do you think that went?” Learners often identify the main point themselves, which makes it more likely they will act on it.

Lesson 5.6

Records, quality assurance and your development

Records

Assessment records should show who was assessed, when, by whom, against which criteria and with what decision. Store them securely, keep them only as long as the programme requires and share them only with those entitled to see them.

Quality assurance

Internal quality assurance protects learners and the programme by checking that assessment is fair and consistent. It may include sampling assessment records, observing tutors and assessors and reviewing learner evaluations.

Standardisation brings tutors together, often online across several countries, to assess the same recorded performances and compare decisions. Where decisions differ, the group discusses why and agrees the standard.

Continuing professional development

Your development as a tutor continues after this course. A good CPD plan includes clinical updates, development of your teaching practice and regular reflection. Before you teach independently you should co teach at least one full CFAR course with an experienced tutor and be observed during your first year.

Activities this week

Standardisation exercise	Assess three recorded learner performances against the criteria and compare your decisions in the forum.
Live webinar (90 minutes)	Feedback practice and discussion of difficult assessment decisions.
Reflective task	Complete your final reflective log entry and draft your CPD plan.

Reflective log

Your answers are saved automatically in this browser. You can download your whole log from the Resources page to include in your portfolio.

Recall feedback that helped you improve. What made it effective? How will you ensure your assessment decisions are reliable when you teach alone? What are your three priorities for development over the next year?

Unit 5 assessment: assessment, feedback and development

Submit an assessment plan for one practical skill; your decisions and written feedback for the three recorded learner performances from the standardisation exercise; and a reflective statement with a CPD plan of 600 to 800 words in total.

Guidance

Use the course assessment checklist for the skill you choose.
Your feedback should meet the four qualities described in Lesson 5.
Your CPD plan should include specific actions and target dates.

Submit your evidence through the learning platform or send it to your course tutor. Remember to include the signed declaration of authenticity from the Resources page.