Assessment Units <ul><li>TAAASS401A – Plan & Organise Assessment </li></ul><ul><li>TAAASS402A – Assess Competence </li></u...
What is Assessment? <ul><li>Assessment means the process of collecting evidence and making judgements about whether compet...
Who can assess? <ul><li>Any organisation may undertake assessment for their own purposes </li></ul><ul><li>However, in VET...
Competency-based assessment <ul><li>Features: </li></ul><ul><ul><li>Work focused </li></ul></ul><ul><ul><li>Criterion refe...
Principles of Assessment <ul><li>The evidence will prove that the individual has the required skills and knowledge as spec...
Evidence requirements <ul><li>Evidence is: </li></ul><ul><ul><li>Proof that supports the candidate’s claim of competency. ...
Rules of Evidence <ul><li>Rules of evidence have been identified to ensure that assessment produces evidence which is: </l...
Purpose of Assessment <ul><li>Recognition – RPL/RCC </li></ul><ul><li>Language, literacy and numeracy requirements </li></...
Formative or Summative <ul><li>Formative Assessment: </li></ul><ul><ul><li>Involves gathering evidence on the individual’s...
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Assessment Units

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Assessment Units

  1. 1. Assessment Units <ul><li>TAAASS401A – Plan & Organise Assessment </li></ul><ul><li>TAAASS402A – Assess Competence </li></ul><ul><li>TAAASS403A – Develop Assessment Tools </li></ul><ul><li>TAAASS404A – Participate in Assessment Validation </li></ul>
  2. 2. What is Assessment? <ul><li>Assessment means the process of collecting evidence and making judgements about whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace as expressed in the relevant endorsed industry/enterprise competency standards or the learning outcomes of an accredited course (Glossary – AQTF Standards for RTO’s, p.5, ANTA) </li></ul>
  3. 3. Who can assess? <ul><li>Any organisation may undertake assessment for their own purposes </li></ul><ul><li>However, in VET under the AQTF only Registered Training Organisations can issue nationally recognised qualifications and Statements of Attainment </li></ul><ul><li>Assessment Guidelines for Training Packages specify rules for Assessor qualifications </li></ul><ul><li>The AQTF 2007 standard 1.4 outlines the minimum standards for Assessor qualifications </li></ul>
  4. 4. Competency-based assessment <ul><li>Features: </li></ul><ul><ul><li>Work focused </li></ul></ul><ul><ul><li>Criterion referenced </li></ul></ul><ul><ul><li>Standards based </li></ul></ul><ul><ul><li>Evidence based </li></ul></ul><ul><ul><li>Participatory </li></ul></ul><ul><li>Candidates can be assessed through two pathways: </li></ul><ul><ul><li>Assessment through training </li></ul></ul><ul><ul><li>Assessment only </li></ul></ul>
  5. 5. Principles of Assessment <ul><li>The evidence will prove that the individual has the required skills and knowledge as specified in the relevant unit of competency – Validity </li></ul><ul><li>Other assessors would make the same decision – Reliability </li></ul><ul><li>Assessments can be either on or off the job, and at a mutually convenient time and situation – Flexibility </li></ul><ul><li>The assessor objectively considers all evidence, is open and transparent about all assessment decisions, and takes into account relevant characteristics and needs of the candidate – Fairness </li></ul>
  6. 6. Evidence requirements <ul><li>Evidence is: </li></ul><ul><ul><li>Proof that supports the candidate’s claim of competency. </li></ul></ul><ul><ul><li>Information gathered which, when matched against the criteria, indicates that the criteria or benchmarks have been met </li></ul></ul><ul><li>Evidence can: </li></ul><ul><ul><li>Be gathered from a range of sources </li></ul></ul><ul><ul><li>Be linked to the candidate’s current or future workplace application of the competency </li></ul></ul><ul><li>A variety of methods and tools can be used to collect evidence </li></ul>
  7. 7. Rules of Evidence <ul><li>Rules of evidence have been identified to ensure that assessment produces evidence which is: </li></ul><ul><ul><li>Valid </li></ul></ul><ul><ul><li>Sufficient </li></ul></ul><ul><ul><li>Current </li></ul></ul><ul><ul><li>Authentic </li></ul></ul>
  8. 8. Purpose of Assessment <ul><li>Recognition – RPL/RCC </li></ul><ul><li>Language, literacy and numeracy requirements </li></ul><ul><li>Identifying training or education needs </li></ul><ul><li>To identify an individual’s progress (formative assessment) </li></ul><ul><li>Summative assessment </li></ul><ul><li>Qualifications and formal recognition of achievement through Statements of Attainment </li></ul><ul><li>To meet operational requirements for work or to operate equipment </li></ul><ul><li>Licensing </li></ul><ul><li>Recruitment </li></ul><ul><li>Promotion or classification </li></ul>
  9. 9. Formative or Summative <ul><li>Formative Assessment: </li></ul><ul><ul><li>Involves gathering evidence on the individual’s progress and giving them feedback on their progress </li></ul></ul><ul><ul><li>Identifies the learner’s progress towards competence and is used during the period of learning </li></ul></ul><ul><li>Summative Assessment: </li></ul><ul><ul><li>Involves gathering evidence on the individual’s achievement of the required knowledge and skills </li></ul></ul><ul><ul><li>Determines whether a person is competent (recognition is a form of summative assessment) </li></ul></ul>

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