This document discusses key elements of an effective assessment system for RTOs, including developing strong foundations through assessment policies, procedures, and templates. It emphasizes the importance of validation in quality control and outlines validation requirements. Common assessment issues are identified such as assessments not properly assessing the required skills and knowledge. The document provides guidance on meeting assessment principles and rules of evidence through practices like industry consultation and using marking guides.
Utilize the ASVAB CEP Test and Interpretation to assist your students with finding careers based on personality and intellect. There is no cost for the program.
Measuring devices are an integral part of our lives nowadays, whether in everyday life or on the job. Take, for example, the scales at the supermarket check-out, the fuel volume measurement at the filling station pump, temperature measurement, velocity, flow volume and thermal energy, taxi meters etc. The wide variety of available quantities to be measured and measuring devices clearly illustrates the complex interplay between the quantity to be measured and the measuring device used. What does "accurate" actually mean in this context and how is this accuracy demonstrated? Why do we need accurate measuring devices?
Using the example of flowmeters, the following document will go into detail about these and other aspects of calibration and accuracy, and also looks at calibration standards from different countries around the world.
Utilize the ASVAB CEP Test and Interpretation to assist your students with finding careers based on personality and intellect. There is no cost for the program.
Measuring devices are an integral part of our lives nowadays, whether in everyday life or on the job. Take, for example, the scales at the supermarket check-out, the fuel volume measurement at the filling station pump, temperature measurement, velocity, flow volume and thermal energy, taxi meters etc. The wide variety of available quantities to be measured and measuring devices clearly illustrates the complex interplay between the quantity to be measured and the measuring device used. What does "accurate" actually mean in this context and how is this accuracy demonstrated? Why do we need accurate measuring devices?
Using the example of flowmeters, the following document will go into detail about these and other aspects of calibration and accuracy, and also looks at calibration standards from different countries around the world.
A research problem is connected to state-of-the-art “check” in a given field of study
A researcher needs to find gaps in the knowledge and to fill them (by doing this research)
It must be demonstrated that at least some aspects of the problem have not been solved yet in a given context, e.g. country, sector of the economy etc.
State of the art is a required tool in evaluating the existing body of knowledge and verifying the gap.
Reading for the Real World is a four-book series designed for high school and university students who wish to improve their academic reading fluency and comprehension. All reading passages and exercises have been revised and updated. High-interest readings on a wide range of topics motivate students and provide abundant practice, while also enabling students to acquire the New Academic Word List (NAWL) in context.
Topic: Reporting Test Results to Parents
Student Name: Fatima Zohra
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This article discusses how to perform installation qualification of pharmaceutical equipment. It outlines practical format of Installation Qualification and provides checklist for effectively performing Installation Qualification of pharmaceutical equipment.
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
A research problem is connected to state-of-the-art “check” in a given field of study
A researcher needs to find gaps in the knowledge and to fill them (by doing this research)
It must be demonstrated that at least some aspects of the problem have not been solved yet in a given context, e.g. country, sector of the economy etc.
State of the art is a required tool in evaluating the existing body of knowledge and verifying the gap.
Reading for the Real World is a four-book series designed for high school and university students who wish to improve their academic reading fluency and comprehension. All reading passages and exercises have been revised and updated. High-interest readings on a wide range of topics motivate students and provide abundant practice, while also enabling students to acquire the New Academic Word List (NAWL) in context.
Topic: Reporting Test Results to Parents
Student Name: Fatima Zohra
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
This article discusses how to perform installation qualification of pharmaceutical equipment. It outlines practical format of Installation Qualification and provides checklist for effectively performing Installation Qualification of pharmaceutical equipment.
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
Training program effectiveness a measuring instrument (1)TheGrowthFactor
In addition to enhancing knowledge and skills, measuring training effectiveness has proven to be an important tool to boost employee engagement and retention. ... Organizations should ensure that employees can demonstrate a positive impact of training through improved productivity and overall skill development
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
7. Common assessment issues
Presentation Title Here
• Assessments don’t assess what they are meant to assess
• Assessments are too hard/ too easy
• Lack of clear instructions to students & assessors
• No (or unreliable) marking criteria
• Third party evidence put forward as primary evidence
• Not enough evidence to make sound assessment judgements
• Lack of industry consultation
• Assessors don’t have currency/competency at the unit level
• Assessments not being validated or not validated ‘properly’
8. Standards for RTOs 2015
Conduct effective assessment 1.8 – 1.12
Overview
1.8 RTOs have an assessment system in place
A system to ensure assessments
• Meet the principles of assessment and rules of evidence
• Meet the requirements of the Training Package
• Including RPL assessments
18. Policy and/or procedure Templates / guidelines
1. Plan assessment TAS
Industry consultation record
2. Develop assessment tools Assessment task templates for:
Practical assessments
Knowledge assessments
Portfolio assessments
RPL assessments
Third party evidence
3. Map assessments Assessment mapping templates
4. Validate assessments Assessment Validation Report
Validation schedule for all qualifications/skills sets/ stand
alone units
5. Conducting assessment Assessment appeals
Time for assessments to be judged
Recording results
RTO allowance for repeating assessments
Retention and storage of assessments
6. Evaluating assessments Student feedback/industry feedback/Continuous
improvement strategies
19. Qualification
e.g SIB50110
Overview docs
Unit code 1
Unit code 2
Unit code 3
Unit code 4
Unit code 5
etc
Assessment mapping
Assessment validation
Delivery/session plans
Assessments
Learner guide
Teacher guide
TAS
Assessment validation
schedule
Industry consultation
Student feedback
Work placement
Suggested training and assessment system
Policies/ Procedures/ templates/professional
development/management support/monitoring
22. Training and
assessment strategy
for the qualification
Assessment tasks
Mapping information
for at least 2
units/qualification
Sample of completed
student assessments
23. Checking our assessments are ok
Assess the skills and knowledge required by the unit
Relevant to work practices
Clear instructions to students
Clear instructions to assessors
Good marking guides
Don’t over assess/ assess things not required
Can be adjusted for certain learners
Our judgements of competent/ not yet competent are
reasonable
24. Validation schedule for all qualifications/skill sets/
Stand alone units
What units, when and who
2015 Year 1
Qualification (e.g. 15 units)
2016
2017
2018
2019 Year 5
Assessments for at least 2 units
including a sample of completed
assessments have been validated
26. AURE318866A
Repair electrical systems
Current TAE qualification or
assessor skill set
Current industry skills and
knowledge in the unit but not
using these assessments
Current TAE qualification or
assessor skill set and a
trainer/assessor of this unit
using these assessments
27. AURE318866A
Repair electrical systems
Current industry skills and
knowledge in the unit but is
not a qualified trainer/assessor
Current TAE qualification or
assessor skill set
Current industry skills and
knowledge in the unit but not
using these assessments
Current TAE qualification
or assessor skill set
without the skills and
knowledge in the unit
Current TAE qualification or
assessor skill set and a
trainer/assessor of this unit
using these assessments
29. Standards for RTOs 2015
Delivery of TAE qualifications 1.21 – 1.25
Overview
By 2016
trainers delivering any qualification or skill set from the TAE Training
Package must hold the qualification at least to the level they are
delivering or higher level qualification in adult education
Demonstrate that the assessments, policies and procedures have
been independently validated
By 2017
Trainers delivering any qualification or skill set from the TAE Training
Package must hold will need to hold a TAE Diploma or higher level
qualification in adult education to deliver any TAE qualification or
skill set or work under supervision of a person that does.
30. TAE qualifications
TAE assessor skill set
Current knowledge and
skills in VET learning and
teaching
The TAE qualification or
skill set to the level
being validated
31. TAE qualifications
TAE assessor skill set
Current knowledge and
skills in VET learning and
teaching
The TAE qualification or
skill set to the level
being validated
Not employed or
subcontracted by the
RTO
Have no other
involvement or
interest in the
operations of the RTO
32. The resources your RTO
uses for training And
how you structure your
delivery
The industry skills and
knowledge trainers and
assessors need
Your training strategies and resources
That assessments ensure
graduates have the skills and
knowledge required by
industry and the units of
competency
Assessment methods
33. Ask and record industry responses to the following questions :
Do the assessment method/s reflect workplace situations?
Is the workplace environment appropriately simulated?
Do assessments demonstrate that students can apply their skills in
different situations?
Are Assessments assessing things not required by the unit?
Do these assessments equip students with entry level skills
expected by the unit for my industry?
Other comments?
35. Training and
assessment strategy
for the qualification
Assessment tasks
Mapping information
Completed student
assessments
Assessment policies and
procedures
• Developing/identifying good
assessments
• Conducting assessment
• Recording and storing assessments
• Validating assessment
36. Refer to
• ASQA’s Guide to RTO Standards
• ASQA Fact Sheet: Conducting Validation
• ASQA Fact Sheet: Using third party evidence
to assess competency
• ASQA Guide: Developing Assessment Tools
37. Key requirements of assessments
1. Clear written instructions to students including:
How they will be assessed, when, when, how long they have, what
resources/equipment they need to supply, what
resources/equipment will be supplied
2. Clear written instructions to assessors including:
Any special requirements in terms of setting up for assessment, how
much support students can be provided, how to record results and
store completed assessments
3. Detailed marking guide
E.g. Observations checklist/ model answers to questions/rubric
4. Meet Principles of Assessment and Rules of Evidence
40. Validation includes reviewing a statistically valid
sample of completed assessments against the
rules of evidence.
refer to ASQA’s validation sample size calculator in the
Conducting Validation fact sheet
42. Policy and/or procedure Templates / guidelines
1. Plan assessment TAS
Industry consultation record
2. Develop assessment tools Assessment task templates for:
Practical assessments
Knowledge assessments
Portfolio assessments
RPL assessments
Third party evidence
3. Map assessments Assessment mapping templates
4. Validate assessments Assessment Validation Report
Validation schedule for all qualifications/skills sets/ stand
alone units
5. Conducting assessment Assessment appeals
Time for assessments to be judged
Recording results
RTO allowance for repeating assessments
Retention and storage of assessments
6. Evaluating assessments Student feedback/industry feedback/Continuous
improvement strategies
45. Other associated webinars on this topic:
• Techniques to help you successfully map assessments
• Engage effectively with employers and industry
• Volume of learning and amount of training –
introduction
• ACPET Validation Sessions in Victoria initially then
nationally - sharyn.bellingham@acpet.edu.au