Tae assessment cluster part 1
- 2. What is assessment? Identifying competence. Having the skill and knowledge to correctly carry out a task, a skill or a function. Collecting evidence and making judgements on whether or not competence is achieved.
- 3. Assessment (AQTF) “the process of collecting evidence and making judgements about whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace as expressed in the relevant endorsed industry/enterprise competency standards of a training package or the learning outcomes of an accredited course.”
- 4. Types of Assessment Norm Referenced competitive, compares individuals with each other and ranks them eg TEE, Olympics Criterion Referenced assessment against fixed standards or criterion eg. Competency Based Assessment
- 5. Competency Based Assessment Defining Features: • Criterion Referenced – learners are assessed against standards or benchmarks, usually a unit of competence, not each other. • Evidence Based – decisions are based on evidence produced by candidate or gathered by assessor or a third party. • Participatory – candidates interact with the assessor and are involved in the process. •Judged by assessor as competent or not yet competent
- 6. Assessment Pathways • Learning and Assessment Pathway – candidate attends learning sessions, participates in activities, is guided by facilitators and then completes the assessments • Assessment Only Pathway – candidate does not attend learning sessions but completes the assessments • Skills Recognition Pathway – recognition of prior learning, another form of assessment only pathway
- 7. 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 to do this and have approved assessors Other (non RTO) organisations have their own policies and procedures for assessment
- 8. Approved Assessors? Individual assessors must have Vocational competence – at least to the level they are assessing - hold the qualification or demonstrated equivalence Assessor Competence – TAEASS401A, TAEASS402A and TAEASS403A or demonstrated equivalence
- 9. Competency Based Assessment Assessors must: • know about assessment • have a vocational skill to assess in (or partner with someone who does) • Work closely with the candidate (candidate must be an active participant in process)
- 10. 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 Principles of Assessment
- 11. What is Evidence? The proof that supports the candidates claim of competency. The information gathered in an assessment process which, when matched against the criteria of the assessment benchmark, indicates that the criteria or benchmarks have been met.
- 12. Forms of Evidence Direct – observing the candidate actually perform in the workplace Indirect – projects, simulations, role- plays etc. Supplementary – where additional evidence is required - third party reports, tests, questioning
- 13. Types of Evidence Evidence can be collected on a wide range of measurable aspects of performance. These include: Products that have been made. Underpinning knowledge and understanding. Processes that have been carried out. Underlying attitudes.
- 14. Rules of Evidence Validity – evidence collected must cover all requirements of the benchmark 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
- 15. Assessment Planning Process • Analyse benchmark – unit of competency, learning outcomes • Determine evidence requirements • Choose appropriate assessment approach and methods, consider context and target group • Prepare an assessment plan • Develop assessment tools
- 16. Assessment Benchmarks units of competency from Training Packages learning outcomes from modules in accredited courses objectives from a training session, in-house courses or induction programs standard operating procedures organisational competency standards or performance standards product specifications
- 17. Analsye Benchmark What does competent performance look like? What methods and tools would collect the evidence to best make an accurate judgement of competence? Focus on and cover the whole unit - Application of the unit, Elements, Performance criteria, Required skills and knowledge, Evidence, guide, Range statement
- 18. Evidence collection Evidence can come as: •Portfolio •Project •Demonstration •Simulation •Third Party Reports •Answers to Questions •Video recordings •Products made •Case study responses •Observation
- 19. Assessment Methods Techniques used to gather evidence: • Observation – workplace or simulated • Questioning – verbal, interview or written • Third Party Reports – supervisors • Portfolio – supporting documents • Review of Products • Structured Activities – role play, case study, project
- 20. Assessment Tools Means by which assessment methods are implemented. Includes: • Context and conditions for assessment • Tasks to be undertaken by the candidate • Outline of the evidence to be gathered and the evidence criteria used • Administration, reporting and recording requirements
- 21. Assessment Tool The instrument and procedures used to gather and interpret evidence of competence: Instrument – specific questions or activity Procedures – information and instructions for the candidate and assessor about how assessment is conducted Source - NQC
- 22. Assessment Instruments • Questionnaires • Observation checklists • Third party observation checklists • Portfolio guide and evidence list • Product specification and checklist • Written scenario for role play • Project brief and checklist
- 23. Assessment Instruments must • Reflect the required evidence • Address any contextualisation, OHS etc • Cover context requirements and resources • Appropriate to the needs of the candidate • Meet principles of assessment • Abide by the rules of evidence
- 24. Assessment Plans Planning and organising is a critical part of the assessment process. An assessment plan is a document which is prepared to guide and reach agreement on the assessment process of a benchmark (unit of competency) or cluster (group) of benchmarks.
- 25. Assessment Plans Should 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 Training Package assessment guidelines (if applicable) Instructions for candidate and assessors
- 26. Purpose of Assessment • Certifying competence through a qualification or statement of attainment • Recognising existing competence - RPL • Identifying LLN needs • Determining if competence has been achieved after a learning program – summative • Meeting licensing or regulatory requirements • Identifying progress towards competence – formative
- 27. Context of Assessment Contexts are the different situations in which assessment occurs and the circumstances that surround different assessments. This will include: •The environment in which the assessment is to take place •Resources required •People involved in or impacted by the assessment
- 28. Contextualising Contextualising is modifying our assessments to reflect a specific context, within a particular enterprise/organisation. This can mean substituting/adding material that makes ‘generic’ become more ’specific’. It does not mean rewriting the unit otherwise it would no longer be valid. Performance Criteria etc. cannot be changed, range statement and evidence guide requirements can be.
- 29. Clustering A way to assess the requirements of more than one unit of competency at a time. Also called integrated assessment or holistic assessment. This may reflect more realistically how these competencies occur in a workplace. They may make up part of a larger process or a logical flow of tasks.
- 30. Legal Requirements • Privacy • Anti-discrimination • Occupational Health and Safety • Industrial Relations • Licensing and Regulatory eg. AQTF
- 31. Ethical Requirements • Following codes of practice • Ensuring assessment tasks do not encourage unethical behaviour • Ensuring any partnership arrangements are fair and transparent
- 32. Organisational Requirements • Policies and procedures about the assessment system • Recording and reporting systems for assessment results • RTO must have units on scope • AQTF compliance • Mutual recognition