1.1 Analyse the role of the support worker in relation to assessing learner achievement

This guide will help you answer 1.1 Analyse the role of the support worker in relation to assessing learner achievement.

As a support worker, your role in assessing learner achievement is highly active and meaningful. You work alongside teachers to gather, record and interpret information about a learner’s progress. Your input helps shape learning plans, feedback and next steps. You do not replace the teacher’s role in formal assessment, but you are a key partner in making sure every learner’s achievements are recognised and supported.

Assessing learner achievement means more than marking work. It involves noticing progress in skills, attitudes, behaviours and understanding. You help provide a full picture of a learner’s development. Often, you may be the person who spends more time with a learner, which means you pick up details that teachers may miss.

Your work in assessing achievement must be accurate, fair and in line with agreed procedures. This ensures outcomes are reliable and learning support matches the needs identified.

Working with Teachers to Gather Evidence

Support workers often help teachers collect evidence about a learner’s achievement. Evidence can be formal or informal. Formal evidence includes test scores or completed assignments. Informal evidence can be observations of how a learner participates in activities.

Typical tasks include:

• Recording observations during group work or individual tasks
• Taking notes on verbal contributions during class discussions
• Helping collect practical work for portfolios
• Tracking attendance for intervention analysis

You might also help identify where a learner has shown improvement. This can relate to academic skills, personal confidence or behaviour management.

Observing Learners in Different Contexts

Observation is a major part of your role. You see learners in multiple settings, sometimes outside the formal classroom. This can include lunch breaks, playground interactions or trips. Observing in different situations can reveal achievements that may not show through formal work alone.

For example, a learner who struggles with writing might show strong understanding of a topic through oral discussion during a class project. Sharing this observation gives the teacher extra insight that helps balance the overall assessment.

When observing:

• Watch for positive changes in behaviour
• Note how the learner tackles challenges
• Identify any skills used to support peers
• Keep records factual and unbiased

Language you use in observations should remain professional and precise. Avoid including personal opinions or assumptions.

Supporting Self-Assessment and Peer Assessment

Part of assessing achievement involves helping learners take part in self-assessment and peer assessment. This strengthens their ability to recognise their own progress and identify areas for improvement.

Your role includes:

• Guiding learners to review their own work against criteria
• Encouraging constructive peer feedback
• Helping learners reflect on their effort and methods

Encouraging honest self-assessment builds independence and responsibility for learning. Peer assessment also fosters collaboration and respect in the classroom.

Using Assessment Data to Guide Support

Assessment data is valuable when used correctly. You may collect attendance records, behaviour tracking sheets, and learning progress charts. These indicators show where extra support is needed.

By sharing data with the teacher, you help decide:

• Which learning strategies could be adapted
• Whether intervention programmes should begin
• How support can be targeted for maximum impact

Your role involves being familiar with different sources of data and handling them with care. This means keeping records safe and avoiding sharing sensitive information with unauthorised people.

Adhering to Policies and Procedures

Every teaching environment has policies that guide the assessment process. These policies ensure fairness and equality. They also reflect legal requirements such as the Equality Act 2010 and Data Protection Act 2018.

Key responsibilities include:

• Following agreed formats for recording achievements
• Using approved assessment tools
• Reporting findings to authorised staff only
• Maintaining confidentiality in all communications

If policies are not followed, assessment outcomes can be challenged. This can affect a learner’s opportunities and trust in the process.

Giving Feedback to Learners

Feedback is an important part of assessment. You may be asked to give informal feedback during activities or structured comments after a task. Your words can motivate a learner and encourage progress.

Good feedback is:

• Specific about what has been done well
• Clear about areas needing improvement
• Supportive and focused on actions

Avoid comments that are vague or personal. Focus on the work and effort shown, not the learner’s character.

Recording Achievements Accurately

Accurate recording supports fair assessment. Always write down achievements as they happen or soon after. If you delay recording, details may be missed or remembered incorrectly.

Methods include:

• Using standard recording sheets provided by the school
• Keeping notes in secure files or authorised systems
• Marking dates and times for observed progress

Accurate records are vital for tracking long-term growth and justifying changes to support plans.

Working Within Defined Boundaries

While support workers contribute to assessment, there are boundaries to respect. You must be clear about your role compared to that of the teacher. Teachers make the final judgement on grades or levels. Your role is to provide supporting evidence and observations.

Trying to make final assessment decisions without approval can breach organisational policy. Stay within your remit and share information promptly with the responsible staff.

Encouraging Learner Confidence in Assessment

How a learner feels about assessment can affect performance. You can help build a positive attitude by making assessment processes clear and less stressful. This includes explaining what is being assessed and why. It also means reassuring learners about their progress.

You can encourage confidence by:

• Highlighting improvements and strengths
• Providing clear guidance for tasks
• Offering quiet space for learners who need focus

Positive reinforcement and fair assessment methods help learners see achievement as part of growth, not an intimidating judgement.

Supporting Inclusive Assessment

Inclusive assessment means every learner has the chance to demonstrate achievement regardless of personal barriers such as disability, language needs or health conditions. As a support worker, you play an important role in making adjustments.

Examples of adjustments you might support:

• Arranging extra time for a test
• Helping prepare alternative formats for work
• Using assistive technology for learners with specific needs
• Supporting bilingual learners with language scaffolding

Inclusive practice ensures recorded achievements reflect true ability, not barriers.

Identifying and Reporting Concerns

During assessment activities, you may notice patterns or worries. These could include a sudden drop in performance or emotional distress linked to assessment tasks. Your responsibility is to report concerns promptly.

You should:

• Record observations factually
• Raise them with the teacher or safeguarding lead
• Avoid diagnosing or making personal judgements

Prompt reporting allows teachers to investigate causes and put in place support.

Liaising with Parents and Carers

Sometimes your role in assessment involves sharing achievement information with parents or carers. This is usually done under teacher guidance. You might support meetings, help prepare reports or explain progress in learning.

Be clear and professional in all communications. Avoid educational jargon unless you explain it fully. Parents value precise and balanced information about their child’s achievements.

Keeping Skills and Knowledge Up to Date

Assessment methods and recording tools can change over time. You should keep up to date with training sessions provided by your organisation. This could include learning new digital recording systems or becoming familiar with updated national curriculum assessment frameworks.

By regularly reviewing your skills, you contribute to more effective assessment processes and reliable results.

Recording Non-Academic Achievements

Achievement is not limited to academic grades. You can help record non-academic progress such as improvements in behaviour, teamwork, creativity or resilience. These achievements can be just as valuable and often influence academic success.

Examples include:

• Increased willingness to participate in class discussions
• Better management of frustration during tasks
• Greater independence in organising learning materials

Including these in assessment records gives a fuller picture of the learner’s growth.

Final Thoughts

The support worker plays a central part in assessing learner achievement. You provide key observations, encourage confidence, record progress and help ensure fairness. By following agreed procedures and respecting boundaries, you strengthen the reliability of assessment outcomes.

Your input often captures important detail that complements formal teacher assessments. This partnership supports each learner’s progress and helps shape strategies that match their needs. Consistency, accuracy and respectful communication are the hallmarks of effective support in assessing achievement.