Buyers Behaviour Virgin Atlantic Essay

Originally it was called British Atlantic Airways, later changed to Virgin Atlantic Airways. The first flight was from Gatwick to Netwark on the 22nd of June 1984 (Virgin Atlantic, 2012). The company launched a ? 6 m advertising campaign in 2010, which was James Bond themed (Guardian, 2010). The new advertisement helped the company recover from the recession. Now I will examine how exactly it was achieved and what methods were used to obtain the best performance of the advertisement. 2) Target Market. Market segmentation is a way of separating the consumers into different sections by their shared needs and personalities (Leon. G, 2010, p. 28). The needs and values depend from person to person according to his culture (Leon. G, 2010, p. 366). The VALS (values and lifestyles) segmentation system clearly shows the type of audience this commercial is aiming at (Leon. G, pp. 84). This system divides consumers into eight distinctive subcategories, which consist of: thinkers, achievers, experiencers, believers, strivers and makers. The subcategories this advertisement will appeal to are: innovators because they are receptive to new technologies and who can experience the innovated technologies at a Virgin Atlantic flight; achievers because they are goal oriented consumers who like to display success to their piers, which they can display by flying Virgin Atlantic as it is high class airlines; experiencers because they like to spend their income on fashion, socializing and entertainment which Virgin Atlantic offers through great service, food, entertainment and their flights are considered as ‘trendy’. The social comparison theory states that the consumer with higher purchase ability tends to have a higher status; this is a proof why achievers like to spend on luxurious products and services (Leon. G, 2010, p. 338). This commercial appeals to all the five effective target-marketing segments (Leon. G, 2010, p. 73). It is identifiable as it clearly distinguishes the shared needs, age and gender of the consumer. The consumer is a businessman or career orientated workingwoman who prefers high-class service. The age would appeal to Generation Y that is born from 1980 and on wards (Leon. G, 2010, p. 410). The Generation Y spends 150 billion annually and is into innovation and luxury while Generation X is considered as ‘sophisticated’ group. Virgin Atlantic Airways allows children ages 5 and above to travel or should be accompanied by an adult (16+). Pets are accepted if they accompany a disabled person (Virgin Atlantic, 2012). 3) Service offered. The marketing mix shows what kind of service/product is offered by dividing the elements to: product, price, place and promotion (Leon. G, 2010, p. 58). The service being offered is not just a flight from one destination to another; it is an experience at a high-class level of the Virgin Atlantic flight where the costumer will be served at a high class, with security, entertainment and with maximum comfort. It is a high-involvement purchase, which requires considerate thought and cognitive process, as the price is high (Leon. G, 2010, p. 231). The flight can be purchased online or at a flight ticket office. The company offers promotion such as: flying club card, ticket sales and discount codes/vouchers (Virgin Atlantic, 2012). The price and quality relationship the company has is low- price tickets in comparison with their competitors and with a high-class service. 4) Seasonality. The time of placing the advertisement is very important, as there are competing companies to take into consideration. The order effect research has shown that the advertisements presented first (primacy effect) and last (regency effect) has a greater effect on the consumer (Leon. G, 2010, p. 302). The release date was 26 October 2010, which was a great push to recovery from recession. British Airways and American Airlines are the biggest competitors. American Airlines released their commercial in May 2010, which had a primacy effect where as Virgin Atlantic Airlines gained a regency effect. The James Bond 007 Blood Stone video game was released on 5th of November 2010(IMDB, 2010). This shows that the commercial was released 10 days before the release date of the game. This strategy used by Virgin Atlantic is a very clever marketing move, as their advertisement is James Bond themed and during that period of time all sorts of media (TV, newspapers, online, word of mouth and billboards) had James Bond game advertisements. Virgin Airlines got increased attention to their advertisement by publishing their advertisement at time coinciding with Blood Stone’s release. 5) Positioning the commercial. The advertisement is transmitting through mass media as well as through new (non traditional) media (Leon. G, 2010, pp. 294-296). The commercial is played on TV where it addresses wide range of consumers (i. e. via mass media) and through YouTube where it is addressable and interactive, while response – measurable. It was also played during the flights on the Virgin Atlantic TV channel where it exclusively targets its audience (i. e. via target media). 6) Reason for the commercial. The consumer behavior consists of searching for, purchasing, using, evaluating, disposing of products and services that in their belief will fulfill their wants (Leon. G, 2010, p. 23). The commercial was created in order to persuade and make aware the audience of the fact that the service being offered by the airlines is luxurious, entertaining and high-class, to convince that this kind of service will satisfy there needs. ) Perception. â€Å"Perception is defined as the process by which an individual selects, organizes, and interprets stimuli into a meaningful and coherent picture of the world. †(Leon. G, 2010, p. 175) This advertisement appeals to emotional motives, which are affection, status and pride in this case (Leon. G, 2010, p. 110). The advertisements mood is sexually charged and is putting the buyer into a state of excitement by: James Bond themed music and graphics, illustrations of high-class adventure and good-looking actors in the commercial. Abraham Maslow created the Maslow’s Hierarchy of Needs, which identifies the five basic levels of human needs (Maslow, 1987). The advert is aiming to satisfy all the five needs of the potential consumer. Egoistic needs will be satisfied during the flight on these airlines, as it is illustrated as a prestigious flight. Egoistic needs include the need of good reputation, status and recognition from others, which advert convinces that the consumer will have, if he/she chooses Virgin Atlantic Airways. Need of Self-Actualization will be satisfies as shown in the advert, by flying on this flight the customer will feel self-actualized by getting high-class service which he/she deserved or earned themselves. Social Needs are to be satisfied by communication with good-looking staff. The Virgin Atlantic cabin crew was voted as the most attractive staff in the whole world by the surveys of travelers (Daily mail, 2011). Richard Branson has always stated that the appearance of the flight crew must be important in order make the customers enjoy a memorable flight. Cabin staff of Virgin Atlantic Airlines are told that: ‘You’ll be the face of the airline. As such, your grooming should always be immaculate – even after a long, tiring flight’ (Daily mail, 2011). As flying on an airplane has a small risk of security, the advert is aiming to convince that their flight is safe and is a pleasant experience where there is nothing to worry about. Physiological needs will be satisfied by the high-class food and beverage service that would be offered during the flight by good-looking staff. Air and shelter will also be present, as the designed with up to date technology. This commercial is aimed at visual consumers that prefer and take information better through visual images or messages as sources of information (Leon. G, 2010, p. 147). While watching the Virgin Atlantic advertisement repetitively on TV or Online passive learning is occurring and it changes the consumer’s attitude regarding the product (Leon. G, 2010, p. 232). The theme message delivered through this advert is: ‘Your airline’s either got it or it hasn’t’. There is a message resonance in the wording, which adds a bit of humor to it and will make the viewer remember the commercial (Leon. G, 2010, p. 301). The theme message has comparative advertising technique to it where Virgin makes the viewer compare their airlines to Virgin Atlantic (Leon. G, 2010, p. 303). The sexiness in advertising is present in order to grab the attention of the viewer (Leon. G, 2010, p. 308). The hostesses are wearing short dresses in red color and the man who is passing the security check hasn’t got underwear on. Virgin is trying to show that their flights are ‘sexy’. This technique tries to show the security the airlines provide (angel like). The flight team is very good looking and is walking with self-assurance, which adds confidence to the image of the company. The runway lines and the red carpet represents the luxurious service. | | Transition from the safety demonstration to the airplane saloon is done without editing cuts, which is very eye-catching. | | The shot of people sitting around of a pool of martini and playing with the olive, which represents entertainment, beverage and luxury the airlines offer to their customers. 9) Buying process. â€Å"The consumer decision making can be viewed as three distinct but interlocking stages: the input stage, the process stage and the output stage†(Leon. G, 2010, p. 36). This advertisement is designed in order to influence the input and process stage in order to make the consumer come to the output stage. This advert influences and increases the consumer’s recognition of the service ne ed. The information is delivered to the consumers through the marketing efforts of the commercial, which will influence not only media but also word of mouth marketing. The Psychoanalytical Theory of Personality created by Sigmund Freud explains the drivers of the output stage (Leon. G, 2010, pp. 137-139). According to Freud’s theory this commercial will affect superego and id to make the purchase. The superego will be gratified when purchasing this service because he/she will become socially and fashionably acceptable, as Virgin Atlantic flight is ‘trendy’. Id will be gratified if the consumer will make the purchase because the airlines offer the basic requirements such as food, shelter and security. The consumer will make a trial or a repeat purchase when buying this service (Leon. G, 2010, p. 497). The consumer might be new to the company or be a frequent loyal customer. 10) Involvement levels and risk perception. Involvement is a very important factor in how much attention is paid to the message sent to the viewer and how it is understood. There are different ways to measure the involvement of the viewer. There are two ways of involvement, high-risk and low-risk purchases. The higher the risk, the higher the involvement and research will be. The flight purchase is a low-involvement product and consumers prefer congruent context of the message delivered (Leon. G, 2010, p. 293). The mood of the consumer is very important, if he/she is in a bad mood, the content of the commercial might cause a bad reaction of the viewer. Psychological noise may be distracting the viewer from the commercial and the advertisement has contrast in the imagery in order to keep the viewers attention. 11) Conclusion. The advertisement created by the Virgin Atlantic airlines in my opinion was successful . The James Bond theme imageries and soundtrack had a great impact on the effectiveness of the commercial. Every time the consumer will watch James Bond movie or play a James Bond game, the commercial will subconsciously come to their mind and the other way around. The time it was released was perfect, as they needed a push to get out from the recession. The commercial had a bit too much sex advertisement in it, which may led to worse effect tan could have achieved and made the competitors (American Airlines) stand out more, as they had a touching TV commercial that gave gratitude to the men in uniform, veterans and their families. Sexual advertising may distract the consumer’s attention from the message content being sent. This technique may have a little influence on the buyers purchasing intentions and a risk of spoiling the image of the company. This advert is targeting businessman, but there is the family audience with children and generation X, which they are risking of loosing. The commercial is based mostly on emotions and only in one short scene the viewer can see the seats with the monitors. The saloons, seats and the exact food of Virgin Atlantic Airlines are not shown, but they are very important to be shown, as the consumer wants to see the comfort he/she will have during the flight. The fact that the advertisement shows a man being tucked into a cloud and not airplane seat could make an impression that the airlines are hiding something and their seats are not good enough to be shown in the advertisement. This advertisement could have been improved by focusing the viewer’s attention much more on the design of the saloon, comfortable seats and delicious food. Nonetheless, overall this was a very well executed and effective advertisement with successfully reached hearts and minds of customer.

Political Aspects of Criminal Justice Essay

Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A criminal justice system in any country is enshrined in the country’s executive branches. It is usually enshrined on the judiciary arm of the government and handles all criminal cases and decides who should be prosecuted. (Shaffer & Herington, p36-40) The criminal justice system is also entrusted with the structures that comprise the whole justice system. It comes up with the provisions that cater for emergence of new crimes. It also enforces the laws to make sure that everyone complies with them to maintain and enhance order in the society. The criminal justice system is comprised of all the justice systems right from the local to the national levels (Bonnie, p688).The degree of criminal offence determines the structure that should handle it. Minor crimes can be handled at the lowest level, for instance, by police who maintain order by arresting and assigning some punishments to the offenders and eventually releasing them. This system involves cooperation of the people at the grassroots level. (Alexander, p67-78)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criminal justice system enhances internal protection of the citizens. Citizens are protected from the internal enemies who are out to cause harm to them. It also checks the excesses of the offenders and instills fear in them. This system has played an important role in tracking down criminals and ensuring that justice is done on the offenders. For instance, murderers, robbers, drug traffickers, rapists have been tracked down and put behind bars, thanks to the criminal justice system. This promotes security in the country and promotes the freedom of movement. People can move from one point to another without the fear of being held hostage, kidnapped, raped or killed. As a result people are free to pursue their common good and can even engage in money generating activities or other businesses that promote their livelihood. (Bonnie, p688)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criminal justice system prevents war or clashes within a country. A sense of peace and harmony is maintained and hence they are able to maintain positive interactions. As a result, a cohesive society is created and everyone is able to pursue their businesses. (Neilstrong, p40-p40)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Criminal justice system has evolved over the years from a primitive era to an advanced era. The executive branch is divided into three stages at primary and secondary level. The three eras can be summarized as traditional (1776- 1899), transitional era which took place between (1900-1927) and finally nationalization era which fell between 1964 to present time. (Bonnie, p688) Traditional Era (1776-1899)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is the earliest era of criminal justice system in America. It details the most primitive form of criminal justice system. During this time the justice system was devolved and people were in control of the most decisions affecting the country as well as the presidency (Shaffer & Herington, p36-40). During this time, the president was not in control of the country since decisions were made by the citizens. The community decided what problems was affecting them and prioritize them and finally came up with a modality on how to solve them. The decisions were not central, that is, left to the central government.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During this time, people were given proof on how their money was spent and therefore the executive would account for every single penny spent. The community based team which was in charge of solving problems being experienced in the community were prosecutors, police parole and probation officers, judges, church leaders, community residents and school leaders (Shaffer & Herington, p36-p40).These leaders were presenting the local community. All the decisions and plans were first handled by them before being handed over to the higher authority. It is worth noting that at this time the process of decision making was slow. This is because of the many levels that a court case had to go through before passing a judgment. The judgments passed were either very light or too harsh. For instance, slaves were beaten and tortured. Some even died in the process for committing very mild offences. There were no laws protecting them, and therefore they fell victims of abuses. If a slave was murdered by his master, no action was taken against him, he was not imprisoned. Unfortunately, it promoted a lot of evil against slaves who were blacks at this time. (Shaffer, p36-p40)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The justice system at that time did not cater for many crimes being committed. For instance, there were no legal systems put in place to punish government officials. There was detention without trial and in most cases some forms of dictatorship were evident (Alexander, p67-78). There were no rehabilitation centers for criminals and hence any criminal was either imprisoned and was not given a chance to reform and become a better person. The only advantage with this era was that it was not dominated by the presidency. People had a louder voice and were easily heard by the authority and therefore their needs were sorted out fast. The criminal justice system was felt even by those at very low levels. Transitional Era (1900-1927)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During this time, there were some changes being felt by the people. The devolution of the powers of the criminal justice system was not devolved like in the past. This era encouraged a more centralized form of government. The decisions began to be made at the top and gradually trickled down to the bottom. The criminal justice system stopped being too harsh on the citizens (Bonnie, p688). The citizens were beaten and locked up in the cells, and there were no developed mechanisms to investigate crime. Most serious crimes were left unattended and forensic laboratories were at the initial stages of development. During this time, however the taxpayers’ money was used to build better prison cells and therefore the torture chambers were done away with. It promoted fair trials and many people began to be prosecuted including the Whites. The cells promoted decency in handling human beings. (Neilstrong, p40-40)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The government began educating people about change and development. Proper government structures that deal with crime were set up.   The people who handled criminal cases were more educated and understood the system better. There were open policies of discussion and leadership was promoted in all structures and systems of government. The leaders served as models to be copied by young citizens and therefore the justice system was streamlined. All the prosecutions were based on concrete evidence (Alexander, p67-78). The most evident thing about this era was that the criminal justice system was going through a process of change. People were hungry for better systems of government. They started to believe in the government since it was holding all the resources that they needed. They believed that only the government had the power to cater for all their needs. For the people to realize this change they had to give up some of their ambitions. Power without resources was nothing. Without the money and power structures, their money would always remain weak and they would not be able to guard themselves against enemies. The state was gradually being allowed to be in control. This is because all power was vested on it and they had higher control on everyone and every department. At this time prosecutors became generalists and started operating out of their decentralized offices. This way they were able to closely work with the police and the society on important issues that mattered most to the residents locally. (Shaffer, p36-40)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During this era, when people from all the corners of the country felt angry and isolated from the government as well as their representatives, then the better option was to move closer to the community whereby they felt that the community was responding well. However, the fear was that, the community could not give them much but only the state would. In America, some cities, for instance, New York began to experiment with the neighboring courts. The court did not only give out sanctions but also offer one stop shop for a number of services both social and economic. For example, drugs for treatment. This was aimed at coming up with solutions to solve the problems present at that time. There was proliferation of courts that dealt with drug cases in the whole country. This was a reflection of growth in appreciation and coming up with tailor made responses to answer to the concerns made locally. (Neilstrong, p40-p40)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At this level however, community policing was evident and people were responding well to the status of the government and cooperation was promoted in all areas. Nationalization Era (1964 to Present)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At this era all the decisions were made at the national level. The criminal justice system was centralized and all the decisions were made by top government officials. The presidency at this time assumed the role of Commander In Chief of the Armed Forces. The sitting president could not be prosecuted because he was the overall head. If charges were brought against them he gave a ‘no prosecution order’. This is called ‘nolle prosequi’. That is, he could not be prosecuted at any time. All the political decisions related to the criminal activities were handled by the state. The criminal justice system became more and more bureaucratic and lengthy. There was a backlog of cases since all the criminal cases were under one system. (Alexander, p67-78)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Nationalization era developed prisons and new ways of transforming the prisons was invested. Forensic laboratories were employed to investigate any type of criminal case. There were more developed and modern rehabilitation centers. Not any crime could land a person in prison. They came up with new techniques of measuring criminal cases. The people who were found to measure up to them were referred to rehabilitation centers to reform them. (Shaffer, p36-40)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The domination of the presidency and the desire to control the criminal justice system however promoted many evils in the state. For example many offences committed by the president have not been looked into due to his excessive powers. He is simply above the law. It also bred other evils such as assassination crimes. Most presidents have been known to assassinate their rivals if they pose a threat to their presidency. In essence, the presidency has abused the criminal justice system. All the powers have been taken away from the local government and it has rendered it a ‘toothless dog’ as far as criminal justice system is concerned. (Bonnie, p688)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From the nationalization era it is evident that the presidency has moved to dominate the criminal justice system on most of its issues. This can be explained from the excessive powers vested on the presidency. It practically controls all the other arms of the government, which means it is untouchable. (Neilstrong, p40-p40) The disadvantage with this situation is that it has on many occasions abused the powers and privileges vested on it. The presidency influences all the decisions made at the parliamentary level and influences the powers of the judiciary, and other organizations which oversee the work and activities of the government. For instance, organizations which are supposed to investigate the government’s unethical behavior. When investigations are made and concluded, they are never released. This is done to protect the image of the present government and the presidency. Offenders of such crimes are never made public. Despite the government having enough liabilities, it is always made to appear perfect and blameless. Nationalization era has bred very corrupt government officials. (Alexander, p67-78)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The US was not better in the earlier period. This is because; the state kind of government could not bring the resources closer to the people. They have very many states and a state government could not devolve the resources available equitably and equally. The federal government is therefore better and improved the economy as well as expanding the democratic space. The people now have more control of the local government and they can control the resources which have been placed at their disposal. For a country (nation) as big as US only a federal kind of government can work. A centralized state would encourage community policing which cannot be applied in the modern world. (Bonnie, p688) Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Despite the gains of a state government, I believe that for a growing state the federal kind of government is more desirable. This is because people can access resources faster and more easily. In addition, it is not cumbersome and neither is it bureaucratic and hence decisions are easily made faster and much more conveniently. Federal government is the way to go since it discourages crime at high levels of government as well as corruption. The citizens are more in touch with their leaders and they can easily express themselves. Works Cited. Alexander, S. Political Government: To What Extent Do Governments, Control Systems   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   of Government, Harvard Press, 2003 (P67-p78) 2nd Ed Bonnie, B. Community Criminal Justice: What Community Policing Teaches Harts   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mitch. D.C, Washington, 2004 (p 688) Vol I Neilstrong, B. Federalism and State Government: The Way to Go, Palgrave Publishers, United States of America, 2002 (p40-p40) Shaffer, S& Herington, C. Aspect of Good Governance, Harvard University Press, UK    2001 (p34-p40)   Vol I 2nd Ed.

Assessment and Learners Essay

1. 1 Explain the functions of assessment in learning and development. The functions of assessment in learning and development are a regular process that allows the assessor to gauge the learner’s knowledge and skills against set criteria in the chosen qualification. This is completed at the begging of the qualification so the assessor can see if the learner has skills, competence and knowledge to complete the qualification. The assessments are on-going throughout the qualification. The assessments give opportunity for the assessor to monitor the progress and performance of the learner and enable them to record achievements. Within the assessments the assessor can identify learner’s needs. If it is identified that the learner is struggling it will give the opportunity to look at other ways of learning which may suit the individual. At the assessment the assessor can provide positive feedback to the learner, as well as offer advice on how to improve work or progress further. 1. 2 Define the key concepts and principles of assessments. Key concepts The key concepts of assessment are the aspects involved throughout the assessment process. These key concepts are as follows; Accountable: As the assessor I need to be accountable to my learners and the organisation I am working for to ensure I am carrying out my role as the assessor correctly. The learners need to be aware why they are being assessed and what is expected from them to complete their assessment criteria. I will also be accountable to the awarding body if I am working on their accredited qualifications and to the employers if I am assessing in their work environments. Achievement: I may be required to analyse achievement data and compare them to national or organisational targets. The funding my organisation receives may be related to my learners achievements. Assessment strategy: Staying to the assessment strategy for my subject will ensure i am carrying out my role correctly. Benchmarking: Benchmarking involves comparing what the excepted standard is for a particular subject area against the current position of my learner’s performance. Benchmarking will allow me to target set for my individual or group learner’s. If I find my learners are not meeting benchmarks set I will evaluate this and implement improvements. Evaluation: The evaluation of the assessment process should always take place to inform current and future practice. All aspects of the assessment cycle should be evaluated on an ongoing basis and feedback obtained from all involved. Internally devised assessment: Internal devised assessments may be produced by myself or other staff in my organisation. These could be assignments, projects or questions that will also be marked by myself. Externally devised assessment: Externally devised assessments are usually produced by an awarding body such as an examination. Progression: Progression should be discussed between me and my learner to identify opportunities and that the right route has been chosen. To progress I could move my learners onto new units or if they have finished a qualification we could discuss what would be appropriate for them now. Transparency: To define transparency would be to say that it has to be clear to all involved in the assessment process and we all understand what is expected and that nothing untoward is taking place. This is assisted by my own understanding of the criteria within the qualification and what is expected of the learner. I must keep auditable records for every learner and maintain these throughout the qualification. Principles The principles of assessment are the functions of which the key concepts are put into practice. VACSR: VACSR is used to ensure that all leaner’s assessed work is; Valid, Authentic, Current, Sufficient and Reliable. If this is not followed I may make an incorrect judgement on assessment of work or may not notice that work has been plagiarised. Other key principles of assessment: Communication: I should communicate with my learners regularly and others such as employers, internal quality assurers and assessors. CPD: I must make sure I am up to date with new legislations and my knowledge is of the highest up to date standard. Equality and diversity: I must insure I am open to all and treat everybody the same regardless of religion, sex or ethnicity. Ethics: I must ensure that my assessment process is honest and morally correct. As the assessor of learners I need to keep confidentiality and integrity. Fairness: I must make sure the activities I set are fit for purpose and my planning and feedback justifiable. Health and safety: Learners must be kept safe whilst being assessed so regular risk assessments must be carried out. Motivation: Motivation should be given to my learners to help them achieve their full potential. Quality assurance: It is my job to ensure assessments meet the standards set out by awarding bodies. Record keeping: Through the teaching and learning process I must keep accurate records of my learner’s progression. Responsibility: It is my responsibility to follow organisational guidelines and produce reports when asked. SMART: All assessments need to be Specific, measurable, achievable, realistic and time bound. Standardisation: I must ensure all assessment criteria’s are understood accurately by my learner’s and I am consistent in my decision making. The key concepts and principles are there for me to follow so that I can ensure my role as an assessor is being carried out correctly in accordance to all relevant regulations and requirements. 1. 3 Explain the responsibilities of the assessor. There are many responsibilities that I will have in my role as assessor. They include; * Attending meetings, exhibitions, award ceremonies and presentation events. * Checking the authenticity of witness testimonies. * Maintain and complete safe and secure records. * Countersign other assessors work (If they are not qualified) * Deal with appeals made against my assessment decisions. * Follow organisation or regulatory authority’s procedures. * Give constructive and developmental feedback to learners. * Identify and deal with barriers to fair assessment. * Implement internal and external quality assurance action points. * Liaise with others in the assessment process. * Make my own judgements based on assessment requirements. * Maintain my own development. * Negotiate and agree assessment plans. * Provide statistics to managers. * Review my learner’s progress. * Standardise practices with other assessors. * Support my learner’s with special assessment requirements and deal with any issues supportively. * Work towards relevant assessment qualification. If I am ever unsure of my roles or responsibilities I will not hesitate to contact other assessors or management for guidance. 1.4 Identify the regulations and requirements relevant to assessment in own area of practice. My current practice is the supervision of a childcare setting. I have identified the requirements and regulations that are relevant to assessment are; * Ofsted * Every child matters * Early years foundation stage * Health and safety * Equal opportunities * Safeguarding of children * The children act 1989 2 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. I will be comparing the strengths and limitations of two assessment methods in the table below. Method| Description| Strengths| Limitations| Observations| Watch learners perform a skill| Observation will allow me to see my learner’s skills in action. I will be able to holistically cover several aspects of the qualification. It will allow my learners (were safe to do so) make mistakes and learn from them. Ideal for levels 1,2 and 3 learners. | A time must be set so I can observe my learner. My learners may feel under pressure to perform their job role in a different manner. No permanent record is kept unless I record what the learner is doing. Questions must be asked to confirm understanding. | Professional discussions| A recorded discussion based on learners qualification criteria| This will be an ideal way for me to asses aspects of learners qualification that are difficult to observe. Will help provide evidence towards observations. My learners will be able to describe how they carry out work activities. Good for level learners 2, 3. | I must keep a record of the discussion using a recording device. Minutes must be kept of discussions. I will have to give my learners time to prepare. I must gather experience at listening to learners and ask the appropriate questions. Learners around level 1 may feel pressured and unable to enter the discussion. | 3. 3. 1 Summarise key factors to consider when planning assessment. When planning an assessment I must make sure that it is SMART. * Specific-the activity is clear to the learner and what is expected of them is agreed. * Measurable- the activity can be measured against the assessment criteria, allowing any gaps to be filled. * Achievable- the activity is at the level for my learner. * Realistic- the activity is relevant and will give consistent results. * Time bound-target dates and times are arranged. I must also factor in the time allowance I have with my learner, which I will discuss with the employer prior to the assessment planning. I may need to adjust my planning to different shift patterns or annual leave entitlements my learner may have. I must follow the SMART principle and consider the level and knowledge of my learners and set the realistic targets to meet the requirements of their chosen qualification. 3. 2 Evaluate the benefits of using a holistic approach to assessment. I have found that it can be beneficial to use a holistic approach as you are able to asses more criteria within the qualification at one time. Therefore highlighting which areas my learner is competent in or may need further support. I may be able to carry out a holistic assessment and find that my learner is competent in most areas of criteria but was unable to cover certain aspects, I will cover these aspects by using other assessment methods such as professional discussions or set assignments. 3. 3 Explain how to plan a holistic approach to assessment. To plan an holistic observation I would first consider the (WWWWWH) Who, what, when, where, why and how the assessment will take place. I would then sit and agree a plan with my learner. I would make it clear of what was expected from the learner and allow them time to prepare. I will plan to observe naturally occurring situations which may occur whilst observing the agreed plan, I will make sure the learner understands this. I will keep written notes to back up the evidence that I witness. 3. 4 Summarise the types of risk that may be involved in assessment in own area of responsibility. In my area own area of responsibility as Assessor the risks involved with assessment are as follows; * Lone working. * Time allowance to my learners * Different shift patterns of learners * Learners attendance * Company external training days * Company closures * Recourses available for observation’s * Assessment folders/work not being brought to planned dates 3. 5 Explain how to minimise risks through the planning process. I can avoid and plan around the risks above with good communication with management and learners. I will make sure there is a clear understanding from all that are involved to what is expected from them through planning assessments to minimise the risks. I will contact company management at certain times to make them aware of my location, especially when working late evenings. 4. 1 Explain the importance of involving the learner and others in the assessment process. It is important to involve my learners within the assessment process because it allows me the opportunity to ask if there is anything I can do to help support their chosen qualification. I will be able to help support needs such as hard of hearing, visual impaired or dyslexia suffers. It is also important to involve learners as we will agree their plans. I will make sure that there is a clear understanding of what is required of them and discuss ways of achieving the tasks set out in the assessment. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. The types of information that should be available to learners and others involved in the assessment process have been identified below. * The criteria that my learner will be assessed by. * The awarding organisation requirements. * Assessment plans (Specific Criteria) * Venue in which assessment will take place. * The feedback that I give my learners. * Assessments decisions that I have made. 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. Peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning by promoting interaction between learners. The learners are able to discuss and share information which can lead to the learner checking or reflecting on their own work and filling in any new information they may have acquired. Activities that I put on for a group of learners may correct misunderstandings without my involvement, and the comments made to the individual learner may be taking in a better manner then coming from myself the assessor. I am also able to reflect on my own practice and identify areas in which I may be able to improve my performance. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. When planning assessments I can make arrangements to adapt the needs of individual learners. I may need to change the way I am delivering feedback or my assessment methods. For example I had a learner that had forgotten his notes for a professional discussion that was agreed in a previous feedback and planning session. I was able to rearrange the agreed plan to allow my learner to do a question and answer on that visit. This helped my learner continue with their progress. At all times I should support and encourage the learners and treat them all as individuals. I will treat all learners in compliance with The Equal Opportunities act 2010. 5. 1 Explain how to judge whether evidence is: sufficient, authentic, current. To ensure my judgments are sufficient, authentic and current I will asses all learner’s work by the principle of VACSR, Valid Authentic Current Sufficient Reliable. Sufficient: Make sure my learners work covers the assessment criteria. Authentic: Be positive that work produced by my learners is produced solely by them. Current: Decide whether the work is still relevant at time of assessment. 5. 2 Explain how to ensure that assessment decisions are: made against specified criteria, valid, reliable, fair. To ensure that my assessment decisions are made against specified criteria, valid, reliable and fair I will: Made against specified criteria: Have a good understanding and knowledge of the qualification I am assessing and understand its requirements. Valid: I will ensure the learners work is relevant to the assessment criteria. Reliable: My learners work is consistent over time and the required level. Fair: The assessment type used was appropriate to the learner’s needs and level. 6. 1 Evaluate the importance of quality assurance in the assessment process. It is important to have quality assurance during the assessment process is because it monitors and evaluates the service I am giving to my learners. The quality assurance should identify and recommend measures to make improvements to standards of my work or monitor the standard to stop it dropping. The quality assurance will monitor my learners for the duration of time they are with me. They will monitor the training and assessment activities and overall make sure I am carrying out my job correctly. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice.

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