Assessment

What is Assessment?

To assess is to make judgements about students’ work, inferring from this what they have the capacity to do in the assessed domain, and thus what they know, value, or are capable of doing (Joughin 2009, 16).

Assessment is making judgements about how students’ work meets appropriate standards and drawing inferences from these judgements about students’ attainment of learning outcomes.

Assessment provides systematic opportunities for students to demonstrate progress towards or achievement of programme level learning outcomes.

The CE Int’l Academy is committed to the provision of high impact and engaging assessment practices according to the following principles:

is a developmental learning activity
it involves mutual responsibility
is criterion-referenced

is transparent
is credible
is fair and equitable

Student engagement

Teaching staff provide opportunities for students to engage
with information about assessment including:

criteria and standards
students’ responsibilities in relation
to assessment policies (e.g., on late submission of assessment)

Electronic submission of assignments on the learning platform
provides authoritative proof of the date and time of submission.

Feedback for learning

Feedback is provided orally or in writing on all assessment tasks.
The timing of feedback enables the learning and reflection on this to be applied to
subsequent tasks within the programme.
The form of feedback provided is appropriate to the task and
context and always with reference to criteria and standards.

Student responsibility

Teaching staff advise students of their responsibility
to incorporate feedback into their learning.
Students are expected to take responsibility for
incorporating feedback into their learning.

Assessment of learner performance

The particular assessment approach adopted by the CE Int’l Academy is based on micro-evaluation and has taken into consideration the following issues: fairness, validity, reliability, integration of skills, competence vs performance, and logistics.

The assessment does not take place only summatively, at the end of the course or bespoke programme, but through informal monitoring and feedback throughout the course. Achievement decisions and diagnostic decisions are implemented in this direction.
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Following successful completion of each Module (or bespoke programme), the learner will be issued an academic transcript to accompany their final Certificate or Diploma that contains the titles of and marks they achieved for each assessed item. Accumulation of Transcripts for all the bespoke programmes that comprise a full course in combination with the Transcript for the Competence Assessment Module leads to the final Certificate or Diploma Award.
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In order to achieve a qualification certificate the learner must have successful assessment (above 75%) at both Phase I (Knowledge based Modules /bespoke programmes) and Phase II (Competence Assessment Module).

The CE Academy has developed the Analytic Scale for Rating Coaching Performance with a learning outcomes and outcomes-based assessment focus. The Analytic Scale for Rating Coaching Performance is also criterion-referenced assessment in relation to the EMCC Foundation / Practitioner / Senior Practitioner level Areas & Capability Indicators and the ICF core competencies at ACC / PCC Levels. It also describes the criteria to be considered for any coach training provided by the Academy. The breakdown of student achievement is divided into the following components:

Observed Coaching Sessions during the Experiential Learning Components (Controlled Coaching practice)
The Buddy coaching scheme (Free Coaching practice). Reflections on sessions are required.
Practicum with external clients (Free Coaching practice). Reflections on sessions are required.
Learning logs
Mp4s of 25’ - 35’ sessions with their respective transcripts and learning reports

Self-awareness / Acting on oral or written feedback
Performance Evaluation (Knowledge assessments + Written exam + Practical Skills Assessment in sample session)
Real-world activities
Field Project (essay)
Overall ethical and professional behaviour

Credit Points

There are summative assessments for all the Units the learner has attended at the end of each course or bespoke programme, which together determine their result for that Module. Each Module is self-contained and they get a separate result for each Module – we do not operate a credit system for Modules so there is no averaging out of the learner's Module results for their final qualification certificate.
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Each of the assessment components is awarded 5 credit points. For each course a detailed breakdown is provided. Students are awarded the certificate or diploma after having successfully gathered 75% or higher on each respective part in Phase I and Phase II of their course of study.

Mentor coaching
Teacher & peer feedback

The learners are expected to demonstrate specific levels of achievement and self- awareness as regards strengths and weaknesses at certain stages of the course. These are discussed after the skills and coaching practice of the observed session in the form of feedback by the instructor and peer feedback in relation to the objectives of each module and the overall aim of the course. They are also key components in assisting the learners in making informed decisions in real-life situations and during coaching sessions.

Assessment criteria

The criteria for the overall level of learner achievement are presented in the Analytic Scale for Rating Coaching Performance. Assessment criteria per level should be linked to the intended outcomes of the work. Each course has clear objectives as does each learning unit. As seen above in the components, each learner is assessed in specific elements that require formative and summative assessment.
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Each course is designed to provide assessment outcomes from Phase I (the Knowledge-based Modules) and Phase II (the Competence Assessment Modules). The criteria for these are analysed in the CE Certification Handbook.

Assessment criteria may also include:

Meeting attendance
Equity of contribution
Behaviour within group and overall ethics
Development of competencies (ICF & EMCC)
Peer feedback/ability to give and accept feedback