The assessment process is a very important part of the training process. It is the point at which the trainer or assessor affirms that the student has met or demonstrated competence in the subject they have undertaken.
Formative, or continuous assessment is when the Instructor undertaking the course makes the decision as to whether the student is competent by collecting evidence of attainment during the course.
Instructors can use a variety of methods to collect their necessary evidence, such as practice sessions, worksheets and questioning techniques during the delivery. Any methods chosen by the Instructor will be detailed on the lesson plan for the module or course.
Instructors should not put students forward for final assessments if they satisfied that they have been able to demonstrate the required competence during the sessions.
Summative, or final assessment is when one of the registered assessors attends after the delivery of the course or module to make the decision as to whether students are able to display the required knowledge and/or skills for the module or course they have undertaken.
In respect of First Aid Final Assessments, the Assessor will determine if the student is able to deal with a simulated first aid emergency in an effective, safe and prompt manner.
Expectations from Instructors / assessors
Staff will arrivein good time in order to prepare for the session or assessment
Staff will use the the defined delivery and assessment techniques specified for the course
Staff will brief any people assisting with the delivery or assessment on their role, and thier required actions
Staff will assess students (in respect of first aid assessments) on their competence to deal with a simulated emergency first aid scenario, in an efficient and safe manner.
Staff will treat all students equally and fairly.
Staff will only interupt or interject during practical assessments if they feel that any action / potential action will cause harm.
Staff will ensure privacy to the student whilst undertaking their practical assessment, during any feedback or when advising the course instructor.
Staff will give clear and concise feedback to the student on their performance, and outcome of assessment at each stage.
Staff will complete all relevant course paperwork (legibly) in relation to the assessments.
Reasonable Adjustments (First Aid Assessments)
In relation to First Aid at Work Courses, the Health & Safety (First Aid) Regulations (Northern Ireland) 1982 require employers to provide suitable first aid equipment, facilities and personnel.
In respect of personnel, w interpret this as they must be able to fully demonstrate the skills and competence required of them in an emergency situation. Any students with disabilities who are unable to perform floor based exercises (i.e. CPR and Recovery Position) may not be suitable as a First Aider in the Workplace, however more suited to an Appointed Person role.
Students with temporary disabilities that prevent them from completing the assessment process should have the assessment process deferred until such times as they are capable to do so.
Any of the statements above in relation to disabilities are in no way intended to cause offence, or hinder progression of any student in the pursuit of personal development. This is a requirement of the HSE. We will abide by all relevant legislation and will refer and cases of alleged discrimination in the case of disability in respect of the above statements to the HSENI for guidance, and to bring the matter to an amicable resolution with the student.
When we issue competence based certificates, we are saying that we have assessed and deem the person named on the certificate to be able to perform first aid skills in a safe and competent manner
There may be occasions where students do not perform skills correctly, and assessors should follow the referral guidance notes in order to deal with those situations.
Should a trainer feel that a student has not demonstrated the skills required in order to deem them competent, the trainer should spend some time coaching the student in the skills they are struggling with. If no improvement is made, the Instructor should be constructive in their feedback and complete the referral process.
Instructors should complete any relevant skills test forms and provide a copy to the student with a feedback form, clearly highlighting the standard that was not attained. The student should also be offered the opportunity to develop their skills by participating on another course.
Copies of any skills test forms and feedback forms in the referral process should be submitted along with the course paperwork.
Assessors must refer students who fail to deal with a simulated emergency first aid situation in an effective, safe and prompt manner.
Should a second examiner be available for assessments, the student should be offered opportunity to reflect on the feedback; and opportunity to be assessed with the alternative examiner. If the student still fails to demonstrate a required skill, then the referral / feedback process should be completed.
Assessors should refer students who fail to demonstrate competence in the skills below
Unconscious Casualty Assessment
Failure to position the casualty in the recovery position
Failure to ensure that the airway and breathing are not compromised
Failure to check breathing
Incorrect hand position
Ineffective chest compressions
ineffective rescue breaths.
Failure to control blood loss
When students are unhappy about the outcome of any assessment, they should discuss the matter initially with the assessor. If the matter cannot be resolved at that point, the issue should be referred to the course instructor or a second assessor (if available).
Should the matter still remain unresolved, the student will be provided with details in order to address their concerns in writing. This will be addressed to the director who will respond within seven working days.
The decision of the director(s) in this matter will be final