Assessor's guide to interpreting the criteria
General Information
•The Bronze 2 Award is designed to provide progression from the Entry Level 1 Bronze award to Entry Level 3 Award and as a foundation for Level 1 ICT user qualifications particularly the ITQ.
•The definition of an entry level qualification is to recognise basic knowledge and skills and the ability to apply learning in everyday situations under direct guidance or supervision. Learning at this level involves building basic knowledge and skills and is not geared towards specific occupations.
•The criteria are designed to provide opportunities to promote numeracy, literacy and social skills as well as ICT capability and are fully compatible with the UK National Curriculum programmes of study.
•The Bronze 2 Award is designed to promote a wider range of participation by providing coherent progression from the Bronze 1 to Bronze 3 and/or Silver Level 1 qualifications. We want especially to include people with special needs or specific learning difficulties and younger children. Contexts for learning should be chosen appropriately for the learner.
•The specification for the Bronze 2, Entry Level 2 Award provides an outcome framework for assessment and is not intended to dictate any particular context for learning and so can be used with young children or adults. The TLM family of qualifications are designed for personalising learning rather than targeting arbitrary groups. Assessors have discretion about the contexts used as long as the assessment criteria can be matched and the guidance below should be read with this in mind.
Requirements
•Standards must be confirmed by a trained Bronze Assessor or higher.
•Assessors must at a minimum record assessment judgements as entries in the on-line mark book on the TLM.org.uk certification site.
•It is expected that there will be routine evidence of work used for judging assessment outcomes in the candidates' records of their day to day work. Samples should be available at the annual visit and/or by video conference.
•Different approaches to learning will be required in order to match differing needs, for example, the needs of children will be different from the needs of adults with learning disabilities.
•Completing the criteria entitles the candidate to the Bronze 2 Award. In general, the candidate should demonstrate that matching criteria can be sustained over time with continued practice.
•We expect at least 15 hours of guided study to be under-taken before the award is made assuming learners are new to computers but discretion can be used to take account of prior learning where this is sensible in individual cases. In terms of making the award, what matters is outcomes and competence.
Assessment Method
Assessors can use the criteria to determine levels of prior learning through dialogue with the candidate, direct observation and any other appropriate and relevant evidence. They can score each of the criteria for each candidate N (No evidence), L (some progress but still lower than the level) S, secure at that level and this criterion, H, the candidate is performing beyond the required level. Candidates are required to achieve S or H on all the criteria to achieve the full award. This means they provide evidence of "Secure" competence across all the criteria.
Expansion of the assessment criteria
The Entry 2 learner will be becoming more self-sufficient in carrying out simple familiar tasks following instructions and using practised and routine sequences and steps. They will on occasions take responsibility for the outcomes of their work. They can add and format a range of simple text and graphic elements intot heir presentations. They will be able to adjust their presentations and with guidance add some animation elements or transitions to enhance the look and feel. They will be able to act on simple feedback to make required changes as required. Support and advice from other people will be a common feature in their work.
An activity will typically be ‘straightforward or routine’ because:
•the task or context will be familiar and involve few factors (desktop computer, laptop, mobile phone, opening a document, selecting an object, naming keyboard, mouse, screen); and
•the techniques used will be familiar or commonly undertaken with support from other more experienced people. Learners should show willingness to be co-operative and respect the advice and support given by more experienced users.
Presentation Software
1. The candidate will appreciate and understand the use of presentation applications
1.1 I can identify what types of information to use in the presentation
The candidate should show that they have carried out some basic planning to prepare for their presentation.
Evidence: Assessor feedback.
Additional information and guidance
The candidate should be aware that different types of information can be used in presentations. They can be shown a range of types and discuss how good or bad these are for the job required.
1.2 I can enter information into presentation slides
The candidate should be able to add material to their slides
Evidence: Assessor feedback.
Additional information and guidance
The candidate should show a clear process in developing their slides. It is more efficient to enter all of the information and then edit it, rather than edit each item individually.
1.3 I can format elements of my slide for impact
The candidate should be able to make simple adjustments to their slide material
Evidence: Assessor feedback.
Additional information and guidance
The candidate should show a clear process in developing their slides. It is more efficient to enter all of the information and then edit it, rather than edit each item individually.
2. The candidate will use tools to format and store files
2.1 I can select a template and theme for slides
The candidate should be able to use basic templates
Evidence: Presented final work.
Additional information and guidance
The candidate should understand and therefore demonstrate that they can use existing resources effectively. Many presentation packages have build in templates for different purposes which greatly speed up the creation of presentation work. There are also online libraries of these to add further choice.
2.2 I can use basic techniques to edit slides
The candidate should demonstrate editing skills.
Evidence: Assessor feedback and learner's work.
Additional information and guidance
The candidate should be able to carry out basic editing of slides so they they are free from errors and poor formatting such as overlapped images or text boxes running over page edges for example.
2.3 I can store and retrieve my work
The candidate should have a working management of files system
Evidence: Assessor feedback.
Additional information and guidance
The candidate should be able to manage their files, whether this is on a local network or in a cloud based system, so that it is effective and efficient. They should show naming conventions for stored files and folder names so that work is easy to retrieve.
3. The candidate will deliver a basic presentation of slides
3.1 I can check my work to make sure it is ready for delivery
The candidate should check their work to make sure it is free from errors
Evidence: Assessor feedback
Additional information and guidance
The candidate should understand how to use software tools such as spellcheck to make their work ready to deliver.
3.2 I can deliver a simple presentation
The candidate should complete the slides and be able to deliver them
Evidence: Assessor feedback.
Additional information and guidance
The candidate should understand how to use a presentation software and be able to click through their slides at the right pace.
Moderation/verification
The assessor should keep a record of assessment judgements made for each candidate and make notes of any significant issues for any candidate. They must be prepared to enter into dialogue with their Account Manager and provide their assessment records to the Account Manager through the on-line mark book. They should be prepared to provide evidence as a basis for their judgements should it be required by the Principal Assessor or their Account Manager/external moderator. Before authorising certification, the Account Manager must be satisfied that the assessors judgements are sound.
