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GUIDE TO DEVELOPING ASSESSMENT TOOLS :, Assessment, what is assessment?,…
GUIDE TO DEVELOPING ASSESSMENT TOOLS :
INTRODUCTION
to assist registered training organisations (RTOs)
to develop practical assessment tools
Meet the requirements of the Standards for Registered Training Organisations (RTOs) 2015
deliver skilled graduates who are job ready from day one
process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard required in the workplace, as specified in a training package or a vocational education and training (VET) accredited course.
what is assessment system?
include:
context and conditions of assessment, tasks to be administered to the student, an outline of the evidence to be gathered from the candidate and evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules).
what is?
is a coordinated set of documented policies and procedures (including assessment materials and tools) that ensure assessments are consistent and are based on the Principles of Assessment and the Rules of Evidence.
STEP 1: PLANNING
planning for assessment your RTO needs to consider
demonstrate the task
components of training package
Elements: The essential actions or outcomes which are demonstrable and assessable
Performance criteria: The required performance in relevant tasks, roles and skills to demonstrate achievement of the element
Performance evidence:
Specifies the skills to be demonstrated relevant to the product and process.
The frequency or volume of the product or process.
Knowledge
Knowledge evidence:
Specifies what the individual must know in order to safely and effectively perform the work task described in the unit of competency.
The type and depth of knowledge required to meet the demands of the unit of competency.
Assessment condition: Stipulates any mandatory conditions for assessment.
Specifies the conditions under which evidence for assessment must be gathered, including any details of required equipment and materials; contingencies; specifications; physical conditions; relationships with team members and supervisor; relationship with client/customer; and time frame.
Specific assessor requirements, including any details related to qualifications, experience and industry currency.
know what they need to do to complete the task and why
demonstrate they have the ability to perform the tasks in different contexts and environments
When determining the assessment methods, consider
Who is your learner cohort?
Who will collect the evidence?
Where will the assessment be conducted?
Types of assessment methods
Direct observation
Assessed in real time in the workplace.
Assessed in a simulated off-the-job situation that reflects the workplace.
Product based methods
Structured assessment activities such as reports, displays, work samples, role plays, and presentations
Portfolio
A purposeful collection of work samples of annotated and validated pieces of evidence, compiled by the learner
Evidence could include written documents, photographs, videos or logbooks
Questioning
Generally more applicable to the assessment of knowledge evidence.
Assessment could be by written or oral questioning, conducting interviews and questionnaires
Third-party evidence
For more information on using third party evidence, refer to ASQA’s Fact Sheet—Using third-party evidence to assess competence.
STEP 2: DESIGN AND DEVELOPMENT
1. CONTEXT AND CONDITION OF ASSESSMENT
https://youtu.be/sqSOo7oEvPE
CONDITIONS:
Any conditions should be clarified in the instructions to ensure consistency in the application of the assessment
equipment or material requirements
contingencies (any possible event and circumstances)
specifications
physical conditions
relationships with team members and supervisors
relationships with clients/customers
timeframes for completion.
Context and conditions of assessment considers those characteristics of the learner cohort that may impact on
performance
to cater for particular language, literacy and
numeracy requirements
learner’s workplace experience
other learner needs that require reasonable adjustment
2. TASK TO BE ADMINISTERED TO THE STUDENT
The instructions you provide to the student should outline the task(s) through which a learner can demonstrate
competency
instructions will prompt the learner to:
do
say
write
or create something
3. AN OUTLINE OF EVIDENCE TO BE GATHERED FROM THE CANDIDATE
Instruction explains to learners what evidence
they need to provide in response to the tasks
Must include guidance on:
what to include as evidence
how to submit the evidence
how to present the evidence
4. EVIDENCE CRITERIA USED TO JUDGE THE QUALITY OF PERFORMANCE
to ensure consistent outcomes
checking evidence quality
performance of the learner follow standard
collect and combine evidence from multiple sources to make overall judgments
to ensure intent assessment and learner able to have valid, sufficient, authentic and current skills and knowledge
competency
valid judgments
learner's own work
achieve currency of the skills and knowledge
5. ADMINISTRATION, RECORDING AND REPORTING REQUIREMENTS
Securely retain
Sufficient data
Assessor and learners need to be informed
Retain actual piece of work (if possible)
Assessor feedback
STEP 3: QUALITY CHECKS
Further consultation with industry to confirm the content of assessment tool relevant to work place
clarity
content accuracy
relevence
appropriateness of language for the learners
Reviewing with other trainers and assessors who have current skills and knowledge in vocational training, learning and assessment
the tools will address all assessment requirements of the training package or accredited course
the level of difficulty is appropriate to the unit or module
the tools will enable effective collection of evidence
clear instructions which can be easily understood by the learner, third party and assessor
Trialling a tool before used
Select a group of individuals who have similar characteristic, levels of ability and target learner group
Findings will help
be cost effective to implement
be engaging to the learner
produce valid and reliable evidence
Assessment
what is assessment?
what is assessment?