Assessment Cluster Topic 2


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Assessment Cluster Topic 2

  1. 1. Assessment ClusterTopic 2Teresa OBrienPrincipal LecturerC.Y. O’Connor Institute
  2. 2. This topic contains information on• different purposes for assessment• different types of candidates and their needs• identifying the benchmarks• understanding and interpreting the assessment guidelines and theassessment strategy• identifying assessment methods•Acknowledging the context of assessment- organisational, legal andethical requirements, organisational culture•Consultation•Partnerships•Assessment costs, timeframes and resources
  3. 3. Determining the assessment approachThe approach is guided by the assessment planwhich details the questions•Why•What•Who•How•When
  4. 4. Assessment Plans contain:• Consultation with others who may be involved• Resources required to conduct the assessment• Identification of the candidate/s• Details of how the assessment will occur• Identification of the benchmark or unit (what)• Context of the assessment –where it will take place• When assessment will take place
  5. 5. Planning involves determining thepurpose of assessment -WHY What is the purpose of the assessment? With what will What I assess the benchmark is benchmark? being used? How will I What assess the evidence is benchmark? required?
  6. 6. Different purposes of assessment•Recognising competency after a program of learning•Recognising current competency- based on previous learningand/or experience.•Identifying language, literacy and numeracy skills•Identifying individual’s progress through formative assessment•Making a decision about competence (summative assessment)•Meeting operational requirements for work or for operatingequipment or machinery•Meeting licensing or regulatory requirements
  7. 7. Recognition of Prior Learning (RPL)•establishes gaps in competency where further training isrequired as much as it establishes competency achievedpreviously• involves summative assessment carried out before any trainingtakes place•assumes that people gain skills and knowledge in may differentways such as previous work and life experiences•can be issued for a whole qualification if the evidence issatisfactory•can be issued for units of competency or partial qualificationswhere completion leads to a Statement of Attainment
  8. 8. Assessment planning and other issues
  9. 9. Needs of the assessment candidate-WHOQ. Why?A. So you can plan and organise assessment according to their needs.How?• Get them to tell you• Discuss their requirements with other trainers, teachers• Check pre-enrolment information• Speak to workplace personnel• Seek out background information confidentially• Check with Industry Skills Councils about cohort type
  10. 10. Candidate needs to consider•Previous learning experiences•Language, literacy and numeracy needs•Physical impairments or disability•Intellectual impairment•Hidden disabilities such as arthritis, epilepsy, diabetes•Psychiatric or psychological disability•Religious or spiritual differences•Culture•Age•Background
  11. 11. Your roleUnderstand equity and support issuesProvide information on access to support candidatesKeep up to date with issues and information about supportmechanisms availableChoose alternative assessment methods or tools to meetindividual needs . This is reasonable adjustment!Provide support such as:•LLN support•Disability support•Cultural or community support•Interpreting services•Counselling services•Technology requirements
  12. 12. How to identify the benchmark -WHATMost common are•Units of competency from training packages•Units of competency from accredited courses•Modules from courses with learning outcomes rather thanperformance criteria•Organisational benchmarks
  13. 13. Contextualising the benchmarkAre they suitable for specific assessment contexts?If not, you will need•to substitute/add material that makes generic information morecontextualised•Add specific industry terminology to make the criteria morerelevant•Amend terms in the range statement to make it more specific tothe industry•Identify operating knowledge such as store OHS policyRule You cannot change the elements and performance criteria butyou can make them more relevant to the industry context
  14. 14. Sources to guide the assessmentprocess1. Assessment Guidelines from the Training Package.Each Training Package contains critical information to support assessment. They must be followed as they contain important information about• The system• AQTF requirements• Licensing requirements• Pathways and assessor requirements• Guidelines for developing assessment tools• Mandatory requirements for conduct of assessments• Resources and information
  15. 15. Sources to guide the assessmentprocess2. Training and Assessment StrategyThis is developed at the organisation level. ItIs an overarching planning document which spells out•guidance as to how the unit is to be delivered and assessed•guidance on the intended assessment method•guidance on resources, material and tools
  16. 16. Determining the best assessmentmethod- HOW•Consider the industry/organisation’s culture. Will yourmethods be acceptable?•How can you collect evidence of a competentperformance?•What needs does the candidate have?•How many units/competencies are you assessing?•How will you address OHS and other relevantlegislation?•Will time and cost factors influence the method youchoose?
  17. 17. Assessment methodsThe method you choose should reflect the nature of the task or performance.• Use a range of methods• No method is superior to another• Consider the context: on the job, off the job, simulated?• Organisational requirements- what does the organisation have place to reflect effective assessment? (QA standards, workplace documents..)• Legal and ethical requirements• Organisational culture• Consultation with key stakeholders• Partnership arrangements