MODULE 25

L e a r n i n g :
A s s e s s i n g o r k b o ok
A s s e s s o r ’s W
Acti v i t y

o r g . u k /training
sco ut s .
Note: Although in some parts of the British Isles Scout Counties are known as Areas or Islands – and
in one case Bailiwick - for ease of reading this publication simply refers to County/Counties. In
Scotland there is no direct equivalent to County or Area. In Scotland Scouting is organized into
Districts and Regions, each with distinct responsibilities. Some ‘County’ functions are the
responsibility of Scottish Regions, whilst others lie with Scottish Districts. The focus of responsibility is
outlined in Scottish Variations from POR.

Criminal Records check: All adults in Scouting must go through a series of safeguarding checks to
ensure they are safe to work with children and young people. The safeguarding checks are known in
different countries by different names, as follows:

England and Wales: Criminal Records Bureau (CRB)

Scotland: Disclosure Scotland (DS)

Northern Ireland: Access Northern Ireland (Access NI)

For ease of reading, this resource refers only to ‘Criminal Records check’, to cover all of the above.

More information on issues relating to safeguarding and Criminal Records checks can be found at
scouts.org.uk/safeguarding.

Copyright © 2010 The Scout Association

Registered Charity Numbers 306101 (England and Wales) and SC038437 (Scotland)
This workbook is aimed at Adventurous Activity Assessors. This module is aimed at those
who assess the knowledge and skills of others within Scouting and ensure that all adults in
Scouting are able to deliver Scouting to the standard expected. For that reason, we would
like to start by thanking you for showing an interest in assessing and supporting the
learning of others.

This workbook is a method of completing the learning necessary for Module 25, Assessing
Learning. Although the same topics will be covered in the training course, these may be
covered differently in some areas. While using the workbook you will see a number of
symbols and terms:

– These sections give you the background knowledge required for the
exercises.

– These sections are for you to complete and show to the person validating your
learning.

– These are examples for you to study and relate back to an exercise.

– These do not require you to undertake additional work. They simply

highlight areas you may wish to consider once you have completed the exercise or to
discuss in more detail with other volunteer colleagues, your line manager or the person
validating your learning.

Throughout this workbook you will be undertaking practical exercises, making notes and
considering questions relevant to the role you have taken on. We hope that the workbook
and the notes you make should provide you with a useful reference guide for future
assessment activities you undertake as part of your role. The workbook will also provide a
structure for the validations discussion you have later with your Training Adviser. Therefore
we would encourage you to make notes throughout this workbook and record your
thoughts and ideas fully.

1. Read through the workbook carefully, right to the end before starting to complete
sections.
2. Start again at the front and complete as many sections as you can.
3. If you are unsure of a section then leave it and arrange to discuss the content with
either your Line Manager, Manager of the Activity Permit Scheme or Training
Advisor or another Activity Assessor.
4. Then go back and complete the workbook.

The work is divided into a core section covering learning relevant to everyone who
completes this module, followed by the role specific section. You should complete the core
section and the role specific section. If you wish to validate Module 25 for more than one
role, then you will need to do all the relevant role specific sections.

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 Many resources are included within this workbook, but you will need to ensure that you
have the latest versions of the following resources before sitting down to complete the
workbook:

 FS500000 – Validation Processes and Guidelines

 Your role description

 FS120100 Adventurous Activity Permit Scheme

 FS120104 Adventurous Activity Permit Scheme – Approved Assessors
 FS120102 Adventurous Activity Permit Scheme – Assessment Guide

You will also need the details of a permit application you are currently assessing in order to
complete one of the exercises in this section.

All of these resources can be downloaded from The Scout Association’s website
(www.scouts.org.uk) or ordered from the Scout Information Centre on 0845 300 1818.

This list is not exhaustive. Therefore if you are not familiar with other Association resources
you may find it useful to familiarise yourself with the other resources available to volunteers
on the website or in the Information Centre catalogue.

This workbook is a self-contained learning method and can be completed either on your
own or as part of a small group. However, we would encourage you to discuss your
learning with others and share good practice and ideas with other volunteers where this
will help support your learning and your understanding of your role.

To complete the process, you will need to validate your own learning once you have
completed this workbook. Validation is the process of demonstrating that you can put the
learning into practice within your role.

The validation of this module will depend on your role:

a. Activity Assessors will be required to understand the Adventurous Activity Permit

Scheme and carry out one assessment.

For further information about validation and the next steps, contact your Training Manager
or Training Adviser.

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To provide the knowledge skills and attitudes necessary to effectively support, validate and
assess adults in the Adventurous Activity Permit Scheme.

By the end of this workbook learners should be able to:

1. Demonstrate commitment to the concepts, content and policies of training within

The Scout Association.
2. Demonstrate acceptance of the policies, purpose, principles and method of The
Scout Association.
3. Undertake appropriate assessments and validations.
4. Provide positive and constructive feedback.
5. Identify any learning and development needs of the people they support and/or
assess.
6. Plan to meet their own subject knowledge needs.

7. Describe the Adventurous Activity Permit Scheme and their role within it.
8. Understand and be familiar with the criteria that Adventures Activity Permits need
to assessed against.
9. Be able to make a judgement as to what type of assessment is required depending
upon a candidates application.

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 This module is designed to give you the skills and knowledge you need to be an Assessor in
Scouting. Within The Scout Association there are a number of different Assessor roles. The
core section of this module provides information and skills relevant to all those roles.

Assessors within The Scout Association support individuals and processes. Take a look
through the information below which outlines the variety of different roles:

Training Advisers play a central role in supporting adults in Scouting through The Scout
Association’s Adult Training Scheme. The Training Adviser agrees an adult’s Personal
Learning Plan (PLP), provides them with support throughout the training process, identifies
learning needs and validates learning. They then sign off modules and where required,
recommend the award of the Wood Badge, (subject to the approval of the Local or County
Training Manager). The Training Adviser directs the learner towards training but does not
deliver the training itself. If a Training Adviser is a trainer then ideally they should not
validate the learning they have delivered.

A line manager is responsible for the management and support of all adults who report
directly to them within Scouting. The line manager agrees and reviews an adult’s role
description, ensures that appropriate compulsory training for their role is completed
(including monitoring and supporting Ongoing Learning) and that any permits held are up
to date. Line managers need to understand the various processes and be able to support
those they manage through them. In particular, they play an important role in explaining
the Adult Training Scheme to adults taking on new roles, as well as the training
commitment required for the adult appointment they have chosen to undertake.

Nights Away Advisers support adults through the process of gaining a Nights Away Permit
so that they can take young people on residential experiences. The process includes the
assessment of applicants against the requirements of the Nights Away Permit Scheme and,
where appropriate, the provision of additional support for those requiring further learning.
They also provide advice on camping and residential experiences in general to other adults
in Scouting.

In order to run certain specialist adventurous activities, adults are required to gain a permit.
Activity Assessors assess an adult’s technical competence in particular activities and make
recommendations for permits to be granted to run those specific Adventurous Activities for
young people and adults in Scouting. They may also be asked to support those working
towards these permits.

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Scout Show Assessors assess Scout Shows against a set of criteria and make
recommendations for National Recognition of the show to the responsible Commissioner.

It is useful for you to understand the other assessment schemes and roles within Scouting
as the key principles are similar, but in particular you should be aware of the tasks and
responsibilities within your role and the requirements of the particular scheme you are
supporting.

When you agreed to take on your role you should have seen the relevant role description
and agreed this with your line manager. If you haven’t, then it is worth speaking to your
line manager to ensure that you are both happy with what you have agreed to take on.
Your role description will also help you when you are completing some of the exercises
within this workbook.

Copies of the outline role descriptions for your role and the other Assessor roles can be
found on www.scouts.org.uk

Think specifically about your role and some of the ways you might demonstrate the
knowledge, skills and qualities you have identified above. If you are already undertaking the
role, give examples. If you have not yet started the role it may help to think about other
adults you know who are undertaking the same role.

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 When you have completed this exercise, take a look at the list in Appendix 1 and compare
it with your ideas. There are no right or wrong answers, but if there were any areas you
hadn’t thought of, take some time to think how they relate to you role. You will be
returning to your notes above as part of a later exercise.

This may be an area you can explore in more detail when you met with your Training
Adviser to validate your learning. They will be able to share their experience of being an
assessor. Use the space below to note down any thoughts or questions.

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The Scout Association has a clear purpose, set of principles and range of methods which
underpin all Scouting activities for young people and adults. These fundamental values are
what volunteers agree to uphold when they become a Member. To reflect these, the
Association also has a central set of policies which provide a framework for all of us in
Scouting.

Whilst we encourage all adults to become Members of The Scout Association, not all
Assessor roles themselves require full membership. However, even if you are not a Member
yourself, many of the adults you come into contact with will be, therefore an
understanding of the fundamental values of Scouting and their importance to the Members
of the Movement is an important aspect of your role. Regardless of whether adults become
Members of the Association, they are all responsible for ensuring that the key policies of
the Association are followed.

Whatever role you are undertaking, it is important to show a commitment to these values
as expressed through the policies, purpose, principles and methods of The Scout
Association and to be able to discuss these with the volunteers you will be working with.

Take some time to read the information below which gives you some background to the
policies, purpose, principle and methods of The Scout Association and think about how
these relate to your role. Make a note of your thoughts in the boxes provided. Some
additional questions have been provided to help you.

Like any organisation, The Scout Association has a set of rules and procedures. These can
be found in Policy, Organisation and Rules (POR) which can be found on
www.scouts.org.uk/por .

All activities within Scouting, including assessments, must be carried out in line with the
structure, rules and procedure of The Scout Association. You will receive further
information about the specific policies and rules relating to the scheme you are assessing
later in this workbook in the role specific section.

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 

The Scout Association has a central purpose which guides all the work we do with young
people and adults.

‚The purpose of Scouting is to contribute to the development of young people in achieving

their full physical, intellectual, social and spiritual potentials, as individuals, as responsible
citizens and as members of their local, national and international communities.‛

As Assessors, your role is to ensure adults are able to provide safe, good quality Scouting
and to contribute to the Purpose of The Scout Association.

The Scout Association is committed to the personal development of all its adult and youth
members. An important part of your role is also to encourage those being assessed to
provide evidence that they have learned and developed and are providing support to
others.

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

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 Members of The Scout Association have a duty to their God, other people and themselves.
Members who make the Promise undertake to do their best and undertake these duties in
all that they do. These principles should be evident in the way both adult and youth
Members conduct themselves.

As an Assessor, with this in mind, it is important to ensure that all assessments are carried
out fairly, in a consistent and open way and that the needs of adults and young people are
taken into account.

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The Scout Association’s method outlines the range of ways Scouting uses to achieve its
purpose. The Scout Association believes that in all activities, everyone involved should be
given opportunities to learn by:

 enjoying what they are doing

 learning by doing
 participating in varied and progressive activities
 making choices for themselves
 taking responsibility for their own actions
 working in groups
 taking increasing responsibility for others
 taking part in activities outdoors
 sharing in prayer and worship
 making and living out their Promise.

These methods are exactly the same for adults and young people in Scouting. As an
Assessor it is important that your assessments reflect these methods so that both you and
the individuals you assess get the most from the process.

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 While you are reflecting on your role and the policies, purpose, principles and method of
The Scout Association, it might be useful to observe how other volunteers, and particularly
assessors, in Scouting, demonstrate these. Think about your line manager or the person
who is validating your learning. Perhaps ask them how they put these areas into practice.
Use the space below to note down any thoughts or questions.

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The policies, purpose, principles and method provide you with the framework for your
assessments, but you also need to explore the different assessment methods you can you
use in your role.

All assessments you make in your role will be based on the evidence given. In all our
schemes that require assessment, we ensure that as far as possible, those being assessed
should not have to produce evidence beyond what they would normally be doing as part of
their role in Scouting. This could be anything from a written document, such as a
programme plan, to you as an assessor visiting them to see them undertaking a particular
aspect of their role.

It is important that those undertaking assessment understand the criteria by which they are
being assessed and are given choices in providing the sort of evidence with which they feel
most comfortable. An individual’s personal style and needs, as well as the time they have
available, should always be taken into account when choosing an assessment method. It is
important that the method should be mutually agreed between you and the person you are
assessing.

It is also important to make sure that those you are assessing see the relevance of the
assessment to the role they are undertaking. The best way to do this is to spend time
discussing this in detail with those you are assessing.

The evidence you accept can be anything that shows that a person can do what they need
to be able to do to undertake their role and which fulfils the criteria of the assessment.
Some common forms of evidence in a Scouting context are:

 Demonstration The Assessor watches as the candidate carries out a task.

 Discussion The candidate and the Assessor talk about how something is done or
what has happened.
 Workbook Once completed, these can show understanding of a topic.
 Questionnaire Completion of a series of questions to show understanding.
 External qualification Holding a qualification, such as a National Governing Body
award or first aid certificate can prove particular abilities.
 Working documents Such as records or plans, which were produced as a natural
part of a candidate’s role.
 Project Such as a residential experience or activity designed to put learning into
practice.
 Witness testimony A statement by another person that they have seen the
candidate carry out a task.
 Video A video of a candidate undertaking a task.

Often the most balanced assessment decisions are made when a variety of these sources of
evidence are selected. The above list is only a guide and it is important to remember that
anything that shows a learner’s ability can be used as evidence.

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 Work through the list of assessment criteria in the left hand column of the table below and
suggest a range of appropriate evidence that a learner might provide in order to meet
them.

Remember that in your assessments, any evidence requested should be agreed in advance
between you and the adult you are assessing. The choice of evidence will depend on the

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role they are undertaking and their own personal needs or preferences as well as the
criteria against which they are being assessed.

One of the best ways of thinking creatively about possible evidence and assessment
methods, as well as ensuring consistency, is to share ideas with others undertaking the
same role as you.

Next time you meet with others in the same role take the opportunity to ask about
different evidence they have used. The more ideas and experience you share the greater
support you can offer those you are assessing. Perhaps ask your Training Adviser for
additional ideas. Use the space below to note down any thoughts or questions.

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 Preparing and delivering constructive feedback on assessments is a vital part of the role of
being an Assessor in The Scout Association. Getting this aspect of the process right ensures
that adults feel supported, focus on development and work towards agreed targets.

In the space below note down what you think are the most important factors to consider
when preparing for giving feedback to those you are assessing. Different aspects of
delivering feedback have been identified as a guide.

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 The ideal outcome from any feedback that you provide, should be that you and the
individual being assessed come to a shared conclusion and agree future actions.

Here we look at some additional hints and ideas for providing constructive feedback and
helping the adult being assessed to accept your feedback and reach an agreed outcome.

Think about some of the methods you might use to help the adult being assessed to accept
your feedback and reach an agreed conclusion. Write your ideas in the space below.

For some additional hints and ideas take a look at the list provided in Appendix 2. If there
are any ideas on the list that you hadn’t considered then you may wish to add them in the
space above for use in the future.

Giving constructive feedback is a really important aspect of your role and a vital element of
an assessment activity.

The way you approach your assessments will depend on your preferred personal style and
the preferred style and needs of the individual you are assessing. However, there is a set
format that we tend to use when giving feedback which you may find useful.

This approach provides a balance of both positive and negative feedback and follows the
following pattern:

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Step 1: Outline the positive aspects of the evidence provided and the individual’s
performance.

Step 2: Identify areas that require improvement and suggest specific actions or targets that
could be taken.

Step 3: Conclude with additional positives and a restatement of targets.

By delivering balanced feedback, combining both positive and negative comments, those
receiving the feedback will feel that their efforts have been acknowledged and are more
likely to act on areas that require improvement.

This approach can be used regardless of the communication method employed and works
both for written and verbal feedback. For those Assessors who are required to complete
forms as part of their particular assessment scheme this process can also be used.

From your own experience, think about feedback you have been given in the past, either
within Scouting or outside. What format did that feedback take? What helped you to use
the feedback constructively and identify areas for development? Write down any additional
thoughts in the space below. You may wish to ask your Training Adviser about their
experience of providing feedback to others.

Part of your role is to help others identify their own personal learning needs and focus on
their personal development. However, you will also need to identify your own development
and learning needs. This is an ongoing process that will continue as long as you undertake
your role. As a starting point, take a few minutes to identify some key areas for the
development of your own subject knowledge in the space below. You may wish to add to
the list as you progress through the workbook.

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 So far you have looked at areas of assessing learning that are common to all assessment
roles within The Scout Association. These are:

 Understanding of your role as an Assessor

 Assessment within The Scout Association
 Giving constructive feedback
 How effective assessments contribute towards and support the policies, purpose,
principles and methods of Scouting.

In summary, all assessments you undertake within Scouting should be:

 Part of a fair process

 Enjoyable
 Part of an agreed plan
 Based on appropriate evidence
 Based around everyday Scouting activities
 Supported and valued
 Based on the fundamental values of Scouting.

Now that you have looked at the elements that are common to all Assessor roles, it is time
to explore your particular role and the assessment scheme in more detail. Read on to find
the relevant role specific training for you.

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This section is designed to give you details of The Scout Association’s Adventurous Activity
Permit Scheme and your role and responsibility as an Activity Assessor.

In addition to the information provided in this workbook you will need current versions of
the following factsheets:

FS120100 Adventurous Activity Permit Scheme

FS120104 Adventurous Activity Permit Scheme – Approved Assessors
FS120102 Adventurous Activity Permit Scheme – Assessment Guide

As well as providing additional information about the scheme and your role, some of the
tasks will refer directly to the information provided in these resources. If you do not have a
copy of these resources they can be downloaded from www.scouts.org.uk or purchased
from the Scout Information Centre.

You will also need the details of a current permit application you are assessing for one of
the exercises in this section.

The Scout Association’s Adventurous Activities Permit Scheme was launched nationally in
2005. The scheme is built upon a set of central principles:

National Scheme

The scheme is designed to show that those leading adventurous activities for young people
have the skills, experience and suitability to do so. It is designed to be as flexible as possible
whilst providing a robust checking process, enabling a person to show their competence. It
is a national scheme but managed locally.

Permit holders

Everyone who leads an adventurous activity is required to hold a permit for that activity.
Activity Assessors make recommendations for Adventurous Activity Permits based on their
assessment, however the permit is granted by the responsible Commissioner.

Categories of adventurous activities

Details of which activities are classified as adventurous can be found in Policy, Organisation
and Rules (POR).

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 The role of the Activity Assessor is to assess applicants applying for Adventurous Activity
Permits in specialist activities. As an Activity Assessor you work alongside and support a
number of other volunteers in Scouting.

Speak to your line manager or manager of the Activity Permit Scheme (or other Activity
Assessors) and/or access online information to find out about the volunteer structure and
your main contacts in your area. You may already have some of this information in the
induction materials and information you received when you agreed to take on your role.

Sketch your local structure below and include details of your key contacts and the areas
they are responsible for. Use arrows to identify the lines of communication between you
and others within the structure. As you progress through the workbook you may wish to
add to the diagram.

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There are two types of approved Activity Assessor:

 County/Area/Region (Scotland) Activity Assessors – Appointed by

Counties/Areas/Regions (Scotland) for specific activities.

All County/Area/Region (Scotland) Activity Assessors are required to hold a National

Governing Body Qualification. They must also have assessment skills, therefore be working
towards validating this module. It is also important for Activity Assessors to remain up to
date and active within their area of expertise, they must complete two days professional
development during each five year term of appointment

 External Assessors – Qualified individuals outside the Association who are used to carry
out assessments where no County/Area/Region (Scotland) Assessors are available.

External Assessors do not hold a Scouting appointment and are generally used for one-off
assessments. External Assessors are not required to attend any internal training or
validation but they are required to hold National Governing Body qualifications which
include assessment training.

Read through the information provided in the factsheets FS120100 Adventurous Activity
Permit Scheme and FS120104 Adventurous Activity Permit Scheme – Approved Assessors.

Describe in the table below the technical knowledge and assessment skills a
County/Area/Region (Scotland) Activity Assessor needs and what they have to do to remain
up to date

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 The assessment of applicants for an Adventurous Activity Scheme Permit is not about trying
to catch out the applicant. Rather it is an assessment of their skills based on the relevant
Assessment Checklist. The assessment should contain no surprises for the Applicant.

Read the factsheet FS120102 Adventurous Activity Permit Scheme – Assessment Guide.
Use this resource, as well as knowledge gained from the other support resources, to
answer the following questions:

1. 2. 3.

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

1.

2.

3.

4.

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 

This section is intended to help you practice the process and demonstrate the skills of being
an Activity Assessor.

To complete this section you will need to assess one application for an Adventurous Activity
Permit. This assessment should be carried out in the normal way as described in the support
resources and outlined in the section above. This should include making the
recommendation to the responsible Commissioner.

Carrying out the assessment constitutes your validation for Module 25. Your Training
Adviser will discuss the details with you.

Start by describing in the space below, some of the main features of the application for an
Adventurous Activity Permit you are assessing. What were the best aspects of the person’s
application?

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

Now consider the process you followed prior to the assessment and what you did during
the assessment. Make a note below of what you have learned and identify any actions you
might take next time as a result. You may now wish to review this assessment with your
Training Adviser.

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 This exercise presents you with a range of scenarios. How would you deal with the
following situations? Please write your thoughts below.

You have been asked to assess an applicant who you feel does not meet the minimum
standards required by the Adventurous Activity Permit Scheme as described in the
appropriate Assessment Checklist. They have most of the core skills required, but there are
a small number of areas where they do not have the necessary abilities. What do you do
first?

A well known and well liked adult volunteer in the local area has suggested that you ought
to recommend the awarding of a permit to a particular applicant despite the fact that they
have failed to meet the criteria set out in the relevant Assessment Checklist. How could you
resolve this situation?

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After having made your assessment of an application, you have to make your
recommendation as to whether a permit ought to be awarded. You will need to come up
with a recommendation for the level of permit that you believe their technical skills will
allow them to safely use. In some cases they will not have the skill level to be given any
level of permit. Your recommendation should be recorded on the last page of the
Assessment Checklist.

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 Finally take some time to read through the support resources and answer ‘true or false’ to
the following questions. This will help refresh your knowledge and cover some questions
that you may be asked by applicants or others involved in the process. These answers can
be discussed with your own Training Adviser so make a note of any additional questions or
queries you have as you work through them.

Further information and the correct answers to the questions above can be found in
Appendix 4.

Thank you for completing this workbook. Your role as an Activity Assessor will allow
Adventurous Activities to take place, safe guarding the well being of all those taking part.

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Here are some of the ways the key areas of knowledge, skills and qualities, common to all
assessor roles, are demonstrated. Compare these to your list to see if there is anything you
hadn’t considered.

 Belief in Scouting’s values

 Understanding of the scheme of which they are a part
 Support to other adult volunteers
 Passion for the quality of Scouting
 Good personal organisation and reliability
 Excellent communication skills
 Supportive and constructive questioning techniques to elicit relevant information
and support learning
 Active listening skills
 Ability to explain concepts and processes clearly
 Encourages others and shows understanding of an individual’s needs
 Good observation skills
 Ability to weigh up evidence against requirements
 Ability to provide constructive feedback
 Makes fair and consistent decisions
 Produces and shares appropriate, clear and accurate records
 Able to give time to others.

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 Here are some additional hints and ideas for providing constructive feedback and helping
the adult being assessed to accept your feedback and reach an agreed outcome:

 Using words like: ‘it is clear that you have worked hard’ and ‘I can see the effort
you have put in’ ensures that an individual’s efforts are acknowledged.
 Identify good practice and key strengths.
 Be positive and avoid statements such as ‘Why didn’t you…’ or ‘You shouldn’t
have…’. Instead try phrases such as ‘Have you considered…’ or ‘Why not try…’
 Avoid making the comments personal or making general statements regarding
personal weaknesses.
 Separate the behaviour seen from the individual, eg. ‘Perhaps you could try to
speak more slowly’ rather than ‘no-one can understand your accent.’
 Back all comments up with facts rather than assumptions.
 Include the observations and comments of others, where appropriate, as well as
your own.
 Allow enough time to explain your comments fully.
 Allow enough time for the adult being assessed to consider your points and
comment.
 Be open to the individual challenging your views and provide an environment
where this is possible.
 Try not to force conclusions or actions.
 Allow individuals to explore the options and suggest actions and targets.
 If asked for suggestions then provide relevant and practical examples.
 Collect good practice ideas and suggestions that you can share.

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Below are the correct answers to Exercise 7 in the Activity Assessor role specific section.

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