| INSTRUCTIONS FOR ASSESSMENT AND USE OF MARK SHEET Assessment must be conducted with reference to the assessment criteria (AC). In order to pass the unit, every AC must be met. Assessors will normally award marks for every AC and then total them into a percentage. However, for greater simplicity, there is the option to not use marks at all and merely indicate with a ‘Pass’ or ‘Referral’ in the box (below right). In order to pass the unit every AC must receive a ‘Pass’ Where marks are awarded according to the degree to which the learner’s evidence in the submission meets each AC, every AC must be met, i.e. receive at least half marks (e.g. min 10/20). Any AC awarded less than the minimum produces an automatic referral for the submission (regardless of the overall mark achieved). Sufficiency descriptors are provided as guidance. If 20 marks are available for an AC and the evidence in the submission approximates to the ‘pass’ descriptor, that indicates it should attract 10 marks out of 20, if a ‘good pass’ then ca. 15 out of 20. The descriptors are not comprehensive, and cannot be, as there are many ways in which a submission can exceed or fall short of the requirements. | 1. Learner named above confirms authenticity of submission. 2. ILM uses learners’ submissions – on an anonymous basis – for assessment standardisation. By submitting, I agree that ILM may use this script on condition that all information which may identify me is removed. However, if you are unwilling to allow ILM use your script, please refuse by ticking the box: □ | |
| Assessment Criteria (AC) | Sufficiency Descriptors [Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass result] | Assessor feedback on AC [comments not necessary in every box] | |
| · Beliefs, attitudes and values are merely listed or individually defined or described · There is no explanation of the difference between beliefs, attitudes and values, or the explanation is incorrect, or there is no explanation of the cognitive structure of beliefs, attitudes and values | · There is a limited but sufficient and correct explanation of the difference between beliefs, attitudes and values and the cognitive structure of beliefs, attitudes and values | · There is a comprehensive explanation of the difference between beliefs, attitudes and values and the cognitive structure of beliefs, attitudes and values using appropriate theoretical models | |
| · No impact on behaviour is provided, or the impact is merely listed or described rather than critically assessed, or the impact is not evidenced as being attributable to beliefs, attitudes and values | · How beliefs, attitudes and values impact on own behaviour is critically assessed using a relevant theoretical model(s) or technique(s) to make a limited but sufficient judgement | · How beliefs, attitudes and values impact on own behaviour is critically assessed using a relevant theoretical model(s) or technique(s) to make a detailed judgement | |
