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- 1. © Copyright BKI, 2016 TAEASS401 Design and develop assessment tools Session 20A TAEASS502 Plan assessment activities and processes TAE40116 Certificate IV in Training and Assessment
- 2. © Copyright BKI, 2016 Welcome to these units During this unit you will gain the skills and knowledge to: • Plan the assessment process, including recognition of prior learning, in a competency- based assessment system • Design and develop assessment tools to guide the collection of quality evidence in a number of different contexts.
- 3. © Copyright BKI, 2016 Aims of these units To enable you to: • Determine the assessment approach • Prepare an assessment plan • Modify and contextualise assessment processes • Design and develop assessment tools and instruments • Review and trial assessment tools
- 4. © Copyright BKI, 2016 Schedule for the unit • Eleven classroom sessions • Assessments o Assessment Task 1 – Knowledge questions o Assessment Task 2 – Analysis of an assessment tool o Assessment Task 3 – Assessment development Image used with permission from Microsoft
- 5. © Copyright BKI, 2016 Overview • Assessment in VET • Principles of Assessment • Dimensions of competence • Rules of evidence • Types of evidence • Types of assessment
- 6. © Copyright BKI, 2016 Assessment Task Image – used with permission from Microsoft
- 7. © Copyright BKI, 2016 Session 20A In this session we will cover: • Introduction to the unit • Schedule and overview for the unit • Assessment tasks • What is assessment?
- 8. © Copyright BKI, 2016 What is Assessment? Assessment
- 9. © Copyright BKI, 2016 Come up with a definition of assessment Write it up on the whiteboard Work in groups
- 10. © Copyright BKI, 2016 Competency Based Assessment Criterion Referenced Evidence Based Participatory Image source: http://www.publicdomainpictures.net/view-image.php?image=68838
- 11. © Copyright BKI, 2016 Assessment in VET is NOT Norm Referenced Ipsative Referenced
- 12. © Copyright BKI, 2016 Image source: https://commons.wikimedia.org/wiki/File:High_Jump_(PSF).png
- 13. © Copyright BKI, 2016 What kind of assessment is it? Discuss in your groups if it is: • Criterion Referenced • Norm Referenced • Ipsative Referenced
- 14. © Copyright BKI, 2016 Criterion, Norm or Ipsative? • Drivers licence • First Aid Certificate • Oscar for best movie • 100 metres sprint • Breathalyser Test • Levels in computer game • VCE English exam • Best and Fairest award • My Kitchen Rules
- 15. © Copyright BKI, 2016 Summary of Session 20A • What did we cover? • What will you take away from this class? • Any questions
- 16. © Copyright BKI, 2016 TAEASS401 Design and develop assessment tools Session 20 B TAEASS502 Plan assessment activities and processes TAE40116 Certificate IV in Training and Assessment
- 17. © Copyright BKI, 2016 Session 20B In this session we will cover: • Standards and benchmarks: o Training packages o Units of competency o Assessment requirements
- 18. © Copyright BKI, 2016 Recap of Session 20A Last session we looked at: • Introduction to the unit • Schedule and overview for the unit • Assessment tasks • What is assessment? Any questions?
- 19. © Copyright BKI, 2016 Standards and Benchmarks • Units of competency from endorsed training packages • Modules from a curriculum • Standard operating procedures • Product specifications • Legislation • Workplace policies and procedures
- 20. © Copyright BKI, 2016 Training packages Training Package Qualifications Units of competency Assessment requirements Credit Arrangements
- 21. © Copyright BKI, 2016 Unit of competency Unit of competency Pre-requisites Elements Performance criteria Foundation skills Link to companion guide Information from the unit of competency must be addressed when planning assessment activities and developing tools.
- 22. © Copyright BKI, 2016 Assessment requirements Assessment requirements Performance evidence Knowledge evidence Assessment conditions The Assessment Requirements for a unit provide specific instructions about how assessment must be conducted
- 23. © Copyright BKI, 2016 Summary of Session 20B • What did we cover? • What will you take away from this class? • Any questions
- 24. © Copyright BKI, 2016 Commonwealth of Australia Copyright Act 1968 Notice for paragraph 135ZXA(a) of the Copyright Act 1968 Warning This material has been reproduced and communicated to you by or on behalf of Bendigo Kangan Institute under Part VB of the Copyright Act 1968 (the Act ). The material in this communication may be subject to copyright under the Act. Any further reproduction or communication of this material by you may be the subject of copyright protection under the Act. Do not remove this notice.
Editor's Notes
- Housekeeping: Discuss WHS issues in the classroom to ensure that students are working with each other in safe conditions: Behaviours Movement in the classroom Storage of personal items – bags etc. Location of facilities. Encourage students to lead the safety check of the learning environment at the beginning of each session – check floors, tables, cleanliness etc.
- Image: Used with permission from Microsoft
- Explain to students the range of topics that are to be covered in these two units
- Image – used with permission from Microsoft Provide an opportunity to review the assessment task requirements so that students are aware of what will be required. You could: ask students to read the task, share their thoughts with the people around them and identify questions that they may have about the assessment. then discuss with the wider group Describe each of the steps in the assessment task for these units. Explain that the tasks cover two units of competency.
- Assessment is about gathering relevant evidence about a persons knowledge and ability and making an informed decision Is assessment scary? Refer to the assessment process on page 247-248 of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016) Consider Discuss Create Implement Feedback Validate These headings are expanded on in the list on page 248
- Discuss the various contributions of the different groups. Evidence or proof needs to be shown in order to make an assessment decision – candidates need to demonstrate that they have the skills, knowledge and attitude. Refer to page 252 of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016) Assessment is all about gathering evidence and making judgements about a candidates performance against benchmarks or standards. To be deemed competent you have to be able to demonstrate that you can meet all of the requirements for the benchmark or standard.
- Mapping TAEASS401 KE 5 Assessment process and documentation is developed to incorporate the following concepts: Criterion referenced – against a benchmark or standard Evidence based – using direct, indirect and supplementary evidence that is valid, authentic, current and sufficient Participatory – the candidates are consulted i.e. checking about personal and work requirements, providing clear instructions Refer to pages 250 – 252 of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016)
- TAEASS401 KE 5 Norm referenced – measured against other candidates results e.g. VCE Ipsative referenced – measured against the individuals previous achievement e.g. Runner’s Personal Best.
- TAEASS401 KE 5 The high jumper could be assessed in a range of ways. Criterion referenced – has to jump 1 metre 20 Norm referenced – the jump is compared to other competitors – jumping the highest means winning the gold medal Ipsative referenced – trying to improve on each attempt by clearing the bar at a higher level each time.
- TAEASS401 KE 5
- TAEASS401 KE 5 Place students into groups of four and ask them to categorise each of the assessment situations: Criterion Referenced Norm Referenced Ipsative Referenced Ask them to create a heading for each category and list which assessment situation they think falls under the heading. Discuss the choices as a class
- Recap on the day’s learnings – summarise the key points on the whiteboard Ask class to reflect on what they will take away from this class Q&A
- TAEASS401 KE 3 PC1.2; TAEASS502 PC1.2; KE6 Assessment of candidates can be against any of these standards or benchmarks: Units of competency from endorsed training packages – such as TAE40116 and the units within the qualification Modules from a curriculum – such as some VCAL Standard operating procedures – such as using breathing apparatus for CFA volunteers Product specifications – such as construction of a piece of furniture Legislation – including regulations and specified codes of practice such as bullying and harassment, workplace health and safety Workplace policies and procedures – such as customer engagement, document storage
- TAEASS401 KE 3 PC1.2; TAEASS502 PC1.2; KE6 Briefly discuss the components of the training package – particularly as they relate to the development of assessment tools – ie Units of competency and assessment requirements. These are dealt with separately on the following slides. The companion guide explains the endorsed components as: Qualifications – Consist of units of competency combined into meaningful groups to meet workplace roles – aligned to AQF levels Units of competency – specify the standards of performance required in the workplace Assessment requirements – specify performance evidence, knowledge evidence and conditions for assessment for each UoC Credit arrangements – specifies details of credit arrangements between vocational and higher education qualifications
- TAEASS401 KE 3 PC1.2;; TAEASS502 PC1.2; PC1.3; KE6 Refer to pages 45 to 50 of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016). It would also be useful to hand out a unit of competency – for example BSBCUS401 (used as an example in the textbook) or TAEASS401 or 502 as a unit relevant to their current study. Discuss the components of the unit of competency and explain that the elements, performance criteria and foundation skills must be all covered when planning assessment activities and designing and developing tools. Pre-requisites: Optional part of a unit of competency used when another unit must be completed before undertaking this unit. See paragraph on pre-requisites at top of page 49. Assessment activities can then be based on the knowledge that students will already have been found competent in the pre-requisite unit. Elements: Describe the significant functions and tasks that relate to the work to be done. Refer to the elements in the unit used as an example in Table 2.5. The three elements for this unit (the table lists only element 1) are: Advise on customer service needs Support implementation of customer service strategies Evaluate and report on customer service Performance criteria: specify the required performance for each task (element). Ask students to discuss the performance criteria for Element 1 of BSBCUS401 – see Table 2.5. and what these might mean for assessment planning. Foundation skills: these describe the language, literacy and numeracy skills that are essential to performance within this unit of competency. Ask students to have a look at the foundation skills listed for BSBCUS401 – see Table 2.6 on page 50. Discuss how these foundation skills would influence assessment development. The unit of competency also provides a link to the relevant companion guide. The companion guide provides information to assist in the delivery of training packages. It provides specific information and advice about the history, structure, key features and application of the relevant training package.
- TAEASS401 KE 3 PC1.2;; TAEASS502 PC1.2 PC1.3; KE6 Refer to pages 50-51of textbook (Hill, Hill & Perlitz – Vocational Training and Assessment – McGraw-Hill 2016). It would also be useful to hand out the assessment requirements (same unit as used for previous slide) Discuss the components of the assessment requirements and stress the importance of fully covering each component when planning assessment activities and designing and developing tools. Performance evidence: Provides very clear instruction on the specifics of what a candidate must demonstrate to satisfy the performance standards. Ask students to discuss the performance evidence for BSBCUS401 (see Table 2.7 on page 51) or other unit example being used Discuss how the performance evidence often stipulate the number of times that something needs to be demonstrated. For example: the first performance evidence for TAEASS401 – Plan assessment activities and processes states: The candidate must demonstrate the ability to complete tasks outlined in the elements and performance criteria of this unit, including: planning and organising the assessment process on a minimum of five separate occasions planning and organising two Recognition of Prior Learning (RPL) assessments (which may be two of the five assessment processes above.) Knowledge evidence: specifies the knowledge that is needed to carry out the work tasks described in the elements/performance criteria Ask students to discuss the knowledge evidence that is listed for BSBCUS401 (See Table 2.7 on page 51) or other unit example being used Discuss how this knowledge would be essential to a person working with customers. Assessment conditions: An important and often overlooked section of the assessment requirements. Describes the mandatory conditions for assessment. Ask students to discuss the assessment conditions for BSBCUS401 unit (See Table 2.7 of page 51) or other unit example being used Discuss why these particular conditions would be important for this unit. Explain how the assessment conditions may also specify requirements for assessors. For example in the unit CHCCDE006 – Work to empower Aboriginal and/or Torres Strait Islander communities the assessment conditions specify conditions for assessors as follows: Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors. In addition, assessment must be undertaken by a workplace assessor who has expertise in this unit of competency and who is: an Aboriginal and/or Torres Strait Islander community services worker or: accompanied by an Aboriginal and/or Torres Strait Islander person who is a recognised member of the community
- Recap on the day’s learnings – summarise the key points on the whiteboard Ask class to reflect on what they will take away from this class Q&A