Assessment Cluster Topic 2

Teresa O'BrienPrincipal LecturerC.Y. O’Connor Institute

• 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

This topic contains information on

The approach is guided by the assessment plan which details the questions

•Why•What•Who•How•When

Determining the assessment approach

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

Planning involves determining the purpose of assessment -WHY

•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

Different purposes of assessment

•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

Recognition of Prior Learning (RPL)

Assessment planning and other issues

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

Needs of the assessment candidate-WHO

•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

Candidate needs to consider

Understand equity and support issuesProvide information on access to support candidatesKeep up to date with issues and information about support mechanisms availableChoose 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

Your role

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

How to identify the benchmark -WHAT

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

Contextualising the benchmark

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

Sources to guide the assessment process

2. Training and Assessment Strategy

This 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

Sources to guide the assessment process

•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?

Determining the best assessment method- HOW

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