Assessment Cluster Topic 2
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This document discusses assessment planning and different considerations for determining the appropriate assessment approach. It addresses determining the purpose of assessment, identifying the candidate's needs, understanding the benchmark being assessed, and choosing suitable assessment methods. Key points covered include consulting relevant parties, considering the candidate and context, using approved assessment guidelines and tools, and selecting methods that align with industry and organizational standards.
Assessment Cluster Topic 2
- 1. Assessment Cluster Topic 2 Teresa O'Brien Principal Lecturer C.Y. O’Connor Institute
- 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 the assessment strategy • identifying assessment methods •Acknowledging the context of assessment- organisational, legal and ethical requirements, organisational culture •Consultation •Partnerships •Assessment costs, timeframes and resources
- 3. Determining the assessment approach The approach is guided by the assessment plan which details the questions •Why •What •Who •How •When
- 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. Planning involves determining the purpose 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. Different purposes of assessment •Recognising competency after a program of learning •Recognising current competency- based on previous learning and/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 operating equipment or machinery •Meeting licensing or regulatory requirements
- 7. Recognition of Prior Learning (RPL) •establishes gaps in competency where further training is required as much as it establishes competency achieved previously • involves summative assessment carried out before any training takes place •assumes that people gain skills and knowledge in may different ways such as previous work and life experiences •can be issued for a whole qualification if the evidence is satisfactory •can be issued for units of competency or partial qualifications where completion leads to a Statement of Attainment
- 8. Assessment planning and other issues
- 9. Needs of the assessment candidate- WHO Q. 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. 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. Your role Understand equity and support issues Provide information on access to support candidates Keep up to date with issues and information about support mechanisms available Choose alternative assessment methods or tools to meet individual needs . This is reasonable adjustment! Provide support such as: •LLN support •Disability support •Cultural or community support •Interpreting services •Counselling services •Technology requirements
- 12. How to identify the benchmark -WHAT Most common are •Units of competency from training packages •Units of competency from accredited courses •Modules from courses with learning outcomes rather than performance criteria •Organisational benchmarks
- 13. Contextualising the benchmark Are they suitable for specific assessment contexts? If not, you will need •to substitute/add material that makes generic information more contextualised •Add specific industry terminology to make the criteria more relevant •Amend terms in the range statement to make it more specific to the industry •Identify operating knowledge such as store OHS policy Rule You cannot change the elements and performance criteria but you can make them more relevant to the industry context
- 14. Sources to guide the assessment process 1. 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. Sources to guide the assessment process 2. Training and Assessment Strategy This is developed at the organisation level. It Is 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. Determining the best assessment method- HOW •Consider the industry/organisation’s culture. Will your methods be acceptable? •How can you collect evidence of a competent performance? •What needs does the candidate have? •How many units/competencies are you assessing? •How will you address OHS and other relevant legislation? •Will time and cost factors influence the method you choose?
- 17. Assessment methods The 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