The principal goal of UK-CCL is to ensure that all their elected and nominated Assessor, Verifier and Validators have enough Professional Knowledge Academically and Lifelong Experiences in their respective area of profession. Taking into consideration of current development, UK-CCL Executive Board of Governors and Trustees had a border out look of their assessment policies and came up in the year of 2014 to focus and specialise in the area of Lifelong Blended Learning Methodology policies to serve wider people, who cannot attend regular class room academic tutorial learning, but wishes to progress their Knowledge Learning taking into account of their Prior Learning and Experiences into consideration for their higher learning achievements.
Taking into consideration of this demand, they had implemented the vision of Continuous Progress Development (CPD) methodology by scheduling for regular assessment reviews. Such reviews are an essential and enduring feature of provision for the Professional Knowledge Assessment. As this review process, has become increasingly sensitive to academic outcomes. In the event of using the Internet in the classroom to provision coaching, it is significant that the area of assessment be addressed. All events and programmes include recommended methods of survey, using some amalgamation of group interviews, individual interviews, and set priorities to assist the candidate in achieving the goals set in the assessment and to integrate these boosted efforts into the existing process of review.
When developing assessment programmes that measure candidates on strengths and weaknesses, UKCCL Assessor/Verifiers and event facilitators often ask; "Aren't learning programme grades a satisfactory measure of a candidate’s performance". The assessment traditional letter will help the individual candidates learning programme, either singly or in combination, do not necessarily reflect the success of the candidate in assimilating and gathering of knowledge in the context of the overall objectives of a major. To meet external demands for assessment implementation and to incorporate assessment into ongoing curricular planning, UK-CCL officials will devise appropriate timetables for development and execution of assessment programmes. Each UK-CCL official will determine specific procedures for approval of departmental plans and subsequent reviews of assessment activities. All assessment activities do demonstrate how information generated from assessment programmes has been used for curricular changes by the respective faculties. Whatever the decision is taken by UK-CCL officials should be implemented and adhere to it always and no question should be asked.
The Embedded Assessment will generate information about what and how candidates are learning within the programme and classroom environment. Course-embedded assessment takes advantage of the already existing offerings by using standardised data collected by instructors or by introducing new assessment measures into courses. The embedded methods most commonly used involve the development and gathering of candidate data based on questions placed in course assignments. These questions, intended to assess candidate outcomes, are incorporated or embedded into final exams, research reports, and term papers in senior-level courses. Two or more faculty members will determine whether the candidates are achieving the prescribed educational goals and objectives and then evaluate the candidates’ responses. This assessment is a separate process from that used by the course instructor to grade the exam, report, or term paper.
External Reviewers are very vital for UK-CCL’s assessment implementation. Using external reviewers is a useful way of investigating whether candidates’ achievement correlates correctly with UK-CCL goals and objectives. In numerous instances, recommendations initiated by skilled external reviewers have been contributory in recognizing the strengths and weaknesses leading to considerable curricular and structural changes and improvements. When collective with other assessment instruments, many UKCCL RO have successfully used surveys to produce important curricular and co-curricular information about candidates’ learning and educational experiences.
UK-CCL Board of Management do perform periodically review their assessment methodology to keep up to their Professional Knowledge Quality Management Standers, as they are monitored by the UK Quality Management Standards to maintain the legitimacy to the ISO 9001:2008 level and launch the broad policies within which this review progresses.