Assessment Methods

Designing Assessment Methods Things to be considered: Purpose of assessment (formative or summative) Who is being assessed Context of assessment (Where is it going to happen?) WH&S Equipment Resources Legal requirements

What are you looking for? Evidence What are you looking for?

Types of Evidence Direct: observation Indirect: third party reports Additional: portfolio, documented evidence

Principles of assessment Valid An assessment is valid when it assesses what it says it is assessing Reliable A reliable assessment is one that would achieve the same results if it were repeated. Flexible A flexible assessment takes into account the different needs of students and the many and varied ways people are able to demonstrate competency Fair A fair assessment is one in which the assessment process does not disadvantage anyone.

Rules of evidence Validity: the extent to which an assessment decision about a candidate (e.g. competent/not yet competent)is based on the evidence produced by the candidate is justified. Sufficiency: Sufficiency relates to the quality and quantity of evidence assessed. Authenticity: To accept evidence as authentic, an assessor must be assured that the evidence presented for assessment is the candidate’s own work. Currency: Competency requires demonstration of current performance, so the evidence must be from either the present or the very recent past.

What is competency based assessment? Work-focused assessment– current work practices, procedures and policies. Criterion-referenced assessment – based on specified criteria Standard-based assessment – the assessment tool uses a national, industry or organisational standard to benchmark the performance of the candidate Evidence-based assessment – assessment must be accompanied by valid, authentic, current and sufficient evidence to grant competency.

Activity Discuss how you could administer an assessment method from a UoC. Consider: Context Equipment resources Timing

Recognition of Prior Learning RPL Recognition of Prior Learning

Evidence for RPL Work samples Qualifications Interview Portfolio of evidence Third party report Self assessment

Marking Criteria The candidate is able to …

Marking criteria are used by an assessor to ensure consistent outcomes when: Checking rules of evidence Checking standards are met Ensuring evidence collected from multiple sources

Developing an Assessment Plan

Review Assessment Assessment requirements of the training package or accredited course are being addressed Level of difficulty is appropriate to the unit or module Tools enable effective collection of evidence Clear instructions which can be easily understood by the learner, third party and assessor

Documents required for assessment assessment plan assessment mapping document UoC Instructions to assessor Instructions to candidate Assessment task Marking criteria (Feedback sheet)