Introducing Assessment For Learning 1 1

Assessment and learning in VET Assessment within the national training system is defined as the ‘…process of collecting evidence and making judgements on whether competency has been achieved, to confirm that an individual can perform to the standard expected in the workplace, as expressed by the relevant endorsed industry/enterprise competency standards of a Training Package or by the learning outcomes of an accredited course.’ AQTF

Assessment for Learning Focuses on the gap between where learners are in their learning and where they need to be (competent performance) Based on the idea that learners will improve most if they understand: the competency to be achieved where they are in relation to the required level of performance how they can achieve the required level of performance

Evidence – Black and Wiliam Performance range in control groups Range of typical performance enhancements in ‘assessment for learning’ groups Performance range in Assessment for Learning groups Source: Black and Wiliam (1998) Average effect size: 25% shift in performance compared to control groups after 2.5 years, and a reduced ‘spread’ in the performance range. Low High

Ten Assessment for Learning Principles Assessment is part of effective planning for VET delivery Assessment focuses on how learners’ learn Assessment is central to training delivery Assessment involves high quality interactions between VET trainers and learners Assessment is a key professional skill of VET practitioners

Ten Assessment for Learning Principles Assessment takes account of the importance of learner motivation Assessment assumes that learners understand the criteria on which they are assessed Assessment assumes that learners receive constructive guidance about how to improve Assessment develops learners’ capacity for self assessment so that they become reflective and self managing Assessment recognises the full range of achievements of all learners

Assessment For Learning Strategies Sharing Learning Intentions Clarifying and sharing learning intentions and criteria for success Feedback Moving learners forward with feedback Questioning Stimulating discussion, questions and learning tasks

Assessment for Learning Strategies Self Assessment Empowering learners as the owners of their own learning Peer Assessment Activating learners as instructional resources for one another

Strategies are underpinned by: Trainers/Assessors utilising assessment evidence to adapt instruction to meet learner needs.

Sharing Learning Intentions Develop with learners a clear picture of what competent performance looks like Discuss the criteria for assessment in language that the learner understands Provide examples on how the criteria can be met in practice – work samples, industry guest speakers Assist learners to peer and self assess

Feedback Effective feedback: stimulates thinking identifies the learner’s strengths and how they can be developed identifies areas for improvements provides guidance on how to make improvements provide opportunities for learners to respond is planned as part of the overall learning process

Questioning Effective questioning: Improve questioning by: includes framing, delivering, timing, soliciting and responding to questions identifies where learners are currently in their learning expands and deepens learning informs planning for future training delivery Improve questioning by: generating questions with colleagues Selecting appropriate questions: closed v open low-order v high-order Allowing appropriate ‘wait time’ after asking questions

Self and peer assessment Assist and encourage learners to recognise success in their own and others’ work and to focus on how they are learning, what they are learning and how they can improve.