Assessment Cluster


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Assessment Cluster

  1. 1. Assessment ClusterTeresa OBrienPrincipal LecturerC.Y. O’Connor Institute
  2. 2. This session covers•The definition of assessment•Types of assessment•Differences between assessment types•Purpose of assessment•Who can assess•The principles of assessment•Rules of evidence
  3. 3. AQTF definition“The process of collecting evidence and making judgementsabout whether competency has been achieved to confirm thatan individual can perform to the standard expected in theworkplace as expressed in the relevant endorsedindustry/enterprise competency standard of a trainingpackage or by the learning outcomes of an accredited course.”AQTF Users Guide to the Essential Standard and Conditions for Continuing Registration, p.67
  4. 4. Assessment defined• Determines the competence of an individual rather than their performance in comparison with others• Requires a number of events or activities that collectively provide evidence of a performanceCompetence is having the skill and knowledge to correctly carry out a task, a skill or a function.• Driving Nursing• Flying Typing• Cooking Fixing Cars
  5. 5. Types of AssessmentNorm Referenced competitive compares individuals with each other and ranks them. e.g. ATAR scores, Olympic eventsCriterion Referenced assessment against fixed standards or criterion eg. Competency Based Assessment
  6. 6. Features of criterion based/competencybased• Assessed against a benchmark• Guided to provide evidence of a competent performance• Participatory process where there is interaction with the assessor and negotiation re: form, location and timing• Judgement of competent, or not yet competent is made• Provides many different assessment pathways1. learn and assess2. assessment only3. RPL
  7. 7. Assessment Benchmarks• Are reference points that contain the standards/criteria/specifications upon which a judgement of competence is madeExamples• Unit of competency from a training package• Performance standards• Objectives from a training session• Standard Operating Procedures• Induction program outcomes• Product specifications
  8. 8. Purpose of assessmentThe purpose is important as it may affect the choice ofbenchmark, the context and the planning for assessment.You may assess for some of the following reasons:•To recognise existing competencies•Determine if competency has been achieved after a learningexperiences•Identify a candidate’s progress towards competence•Certify competence for a qualification•Meet licensing and regulatory requirements
  9. 9. Who can assess?• In VET under AQTF only RTO’s can issue nationally recognised qualifications and statements of attainment.• RTO’s must meet AQTF standards• TAE10 assessment units are the national benchmark• Assessors must have vocational competence or assess alongside someone who does• Other (non RTO) organisations have their own policies and procedures for assessment
  10. 10. Principles of assessment• Validity – the evidence will prove competence• Reliability – other assessors would make the same decision• Fairness – assessor is objective, open and transparent and considers needs of candidate• Flexibility – assessment can be on-the-job or off-the-job, time and situation negotiable
  11. 11. EvidenceEvidence - Is the proof that supports a claim of competency andcan be collected on a wide range of measurable aspects ofperformance includingProducts that have been made.Underpinning knowledge and understanding.Processes that have been carried out.Underlying attitudes.
  12. 12. Types of EvidenceDirect – observing the candidate actually perform in the workplaceIndirect – projects, simulations, role-plays etc.Supplementary – where additional evidence is required - third party reports,tests, questioningExamples of assessment methods to gather evidence•Portfolio Video recordings•Products made Third Party Reports•Case study responses Simulation•Observation Answers to Questions•Project Demonstration
  13. 13. Rules of Evidence• Validity – evidence collected must cover all requirements of criteria• Sufficiency – enough evidence is collected to make a decision• Consistency – collected over a period of time• Authenticity – candidate’s own work• Currency – candidate must be competent at the time
  14. 14. Assessment PlansShould contain:• What will be assessed and why• Who will be assessed and who will help• How it will occur – what methods and tools• When and where it will occur – context• Resources or Special Arrangements• Instructions for candidate
  15. 15. Assessment Tools• Contain the• specific instructions given to the candidate• The instrument in which the evidence is to be collected• The tasks to be completed• Sets of verbal/written/computer based questions to be asked.• Performance checklists.• Log books.• Description of competent performance.A number of these tools may be used in combination to provide enough evidence to make a judgement.