. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–1 Assessment Part 3

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–2 TAEASS401B Plan assessment activities and processes Elements: Determine the assessment approach Prepare the assessment plan Develop assessment instruments

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–3 What is assessment? Assessment is the ‘evaluation of performance against a known value’. There are two commonly used types of assessment: norm-referenced assessment and criterion-based assessment. VET is predominantly criterion-based; that is, assessments are evaluated against a set of criteria to determine competency Competency-based assessment is used to determine the candidate’s proficiency for the given task.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–4 The assessment approach

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–5 Standards and benchmarks Assessment criteria are based on standards and benchmarks. They are: units of competency from endorsed training packages modules from a curriculum standard operating procedures product specifications legislation (both state and federal) work policies and procedures.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–6 Principles of assessment Valid Reliable Flexible Fair

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–7 Gathering evidence Evidence must be gathered to satisfy the assessor that the candidate has the –skills –knowledge, and –attitude to complete the task.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–8 Rules of evidence Valid Authentic Current Sufficient

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–9 Identifying the candidates

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–10 Candidate characteristics What … LLN considerations are required? accessibility arrangements – do you need to make arrangements? location – can the candidate attend? reasonable adjustments can be made to the assessment process and instruments to provide for the candidate? support can you offer the candidate?

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–11 1.Task skills—can candidates perform the task for which they are being assessed? 2. Task management skills—can candidates manage the process of carrying out the task in a logical and safe manner? Knowledge over time and in different situations? Dimensions of competency and assessment

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–12 Dimensions of competency and assessment (cont.) 3.Contingency management skills—do candidates demonstrate an ability to complete the task when contingencies arise? 4. Job role/environment skills—has the assessment process allowed evidence to be gathered in different contexts? Have candidates demonstrated their skill and knowledge over time and in different situations?

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–13 Purpose of the assessment Recognising the current competence of the candidate—known as RCC Determining that competency has been achieved following a learning experience Establishing a candidate’s progress towards achieving competence.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–14 Identifying the language, literacy and numeracy capabilities and needs of the candidate Certifying competence through a statement of attainment or recognised qualification Meeting licensing or regulatory requirements. Purpose of the assessment (cont.)

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–15 What are the assessment pathways?

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–16 Types of assessment Formative assessment – used to establish learning progress and delivery effectiveness Summative assessment – used to evaluate the skills, knowledge and attitude of the candidate

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–17 Assessment context Where will the assessment take place? What resources will be required? Who can conduct the assessment? Does the context meet the requirements of the Unit of Competency?

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–18 Considerations include: current systems and policies prescribed assessment strategy requirements reporting, recording and retrieval systems for assessment, including RPL quality assurance systems business and performance plans collaborative/partnership arrangements Legal, organisational and ethical requirements

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–19 Legal, organisational and ethical requirements (cont.) mutual recognition arrangements defined resource parameters Australian Quality Training Framework (AQTF 2010) RTO scope of registration OHS, privacy, anti-discrimination and industrial relations legislation.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–20 The assessment plan is the document that outlines: who is being assessed when the assessment will take place where the assessment is to take place how the assessment will be conducted. Preparing an assessment plan

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–21 Determining the types of evidence The three types of evidence in the VET system are: 1. Direct evidence 2. Indirect evidence 3. Supplementary evidence.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–22 Choosing assessment methods Direct observation Questioning Structured activities Portfolios of evidence Product reviews Third-party reports.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–23 Integrating employability skills The eight employability skills are: communication teamwork problem solving initiative and enterprise planning and organising self-management learning technology. These must be reflected in the assessment activities you plan.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–24 Assessment plan documentation

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–25 Assessment plan documentation (cont.)

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–26 TAEASS502A Design and develop assessment tools Elements: 1.Determine the focus of the assessment tools 2.Design the assessment tools 3.Develop assessment tools 4.Review and trial assessment tools.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–27 Assessment plan documentation An assessment tool consists of the following: 1. Assessment instrument: the specific activity or questions used to assess the competence of an individual or group. The instrument may be supported by a profile, which outlines specific performance measures, decision-making rules or guidelines to be used by the assessor. 2. Assessment procedures: the information and instructions given to both the candidate and the assessor regarding the process of the assessment; how the assessment will be conducted and the expectations of all parties.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–28 Quality assessment tools A quality assessment tool will include: Context of the assessment Benchmarks/standards to be assessed Instructions to the assessor/candidate Rules for the assessment decision Scope for reasonable adjustment Materials and resource list Recording and reporting requirements Evidence of validity and reliability.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–29 Copyright considerations When developing assessment instruments, you need to be aware of the legal obligations you have to observe. The most relevant legislation applicable to avoiding plagiarism and copyright infringement is the Commonwealth Copyright Act Under this Act, you cannot use the creative work of others without their express consent.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–30 Components of an assessment instrument Candidate’s name Assessor’s name Date of the assessment (or date submitted) The benchmarks being used as the reference points Description of the task to be performed Valid, reliable, fair, authentic and sufficient content (the questions and/or observations requiring the candidate’s effort) Declaration of authenticity (signature and date) Indication of version control.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–31 Essential elements of an assessment question LLN matches the requirements of the unit and the needs of the candidate Unambiguous use of language The questions are not leading or overly simplistic The questions are valid.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–32 Matching instruments to AQF levels Use appropriate language and wording to instruct and question the candidate.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–33 Essential elements of an observation instrument The observation tool allows for more than one observation over a period of time. There is an area to record the signature of the observer and a date of the observation. Each evidence criterion should relate to the key components of the unit of competency. Intra-rater or inter-rater reliability should be tested before use to reduce the ambiguity of any criterion.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–34 Observation checklist

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–35 Evaluating existing instruments These instruments may be: commercially available to purchase outright used under a licensing arrangement with a commercial entity or other RTO created by staff within the RTO modified by others inside the RTO for specific clients.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–36 Mapping assessment activities Assessment activities must meet the requirements of the competency standard. This can be checked by mapping the activities to the elements of the standards: –Elements/performance criteria –Range statement –Essential skills and knowledge –Critical aspects of evidence.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–37 Instructions for the candidate and assessor Key aspects of any set of assessor instructions are: the benchmarks/standards that apply to the assessment a matrix or other detailed breakdown of the competencies being assessed and the instruments used to gather the evidence the timing of the assessment (when, how long, over what period the assessment will take place) resources and materials needed for the assessment any explicit instructions the assessor needs to give to the candidate (if applicable) the procedure to be followed by the candidate.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–38 Essential elements of the instructions to the candidate are: the benchmarks/standards that apply to the assessment the timing of the assessment the resources available to the candidate and any they may need to provide the candidate’s allowable interaction with others, including the assessor (if questions may be asked, what assistance can be provided; what rights the candidate has to change the context of the assessment) Instructions for the candidate and assessor (cont.)

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–39 any health and safety message consistent with the context of the assessment agreement between candidate and assessor on the format and requirements of the assessment (usually a declaration signed by all parties). Instructions for the candidate and assessor (cont.)

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–40 Trialling the assessment instruments Panel—the information can be vetted by a panel of subject matter experts, such as industry representatives or colleagues with subject expertise, to ensure clarity, content accuracy, appropriateness of language, and relevance. Panel—the instruments may be analysed by colleagues who have specific assessment skills to validate the instructions to the assessors and the validity of the tools themselves.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–41 Trialling the assessment instruments (cont.) Pilot—the instruments can be piloted with a small number of individuals who are representative of the target candidates. Use this to judge timing and appropriateness of demands on the prospective candidates. Encourage participants to ‘think out loud’ and share their thoughts as the process unfolds. Trial— the instruments can be trialled with a group of individuals with target candidate characteristics. Treat the trial like a dress rehearsal to ensure the process is cost-effective, engaging, valid and reliable, pitched at the right level, is fair and sufficient.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–42 Recording outcomes The assessment trial record should be kept on file with the assessment tool so other assessors, managers and auditors can see how the tools have been improved through the use of feedback. Demonstrating the use of trials and/or feedback to improve assessment practices is an AQTF requirement for RTOs.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–43 Complying with organisational systems RTOs must comply with the strict records management guidelines of the AQTF. Standard 3.4 of the Essential Conditions and Standards for Continuing Registration states: 3.4 The RTO manages records to ensure their accuracy and integrity.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–44 TAEASS402A Assess Competence Elements: 1.Preparing for assessment 2.Gathering quality evidence 3.Supporting the candidate 4.Making the assessment decision 5.Recording and reporting the assessment decision 6.Reviewing the assessment process.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–45 Conducting an assessment The steps used in assessing competence in the vocational education and training (VET) sector are: 1.Prepare for the assessment by reviewing the assessment plan. 2.Brief the candidate clearly and accurately. 3.Gather valid, sufficient, current and authentic evidence.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–46 4.Make an assessment decision. 5.Give feedback to the candidate regarding the process and outcomes. 6.Document and report the assessment outcomes. 7.Review the assessment for improvement. Conducting an assessment (cont.)

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–47 Refer to the assessment plan Ensure the plan meets the requirements of the task being assessed and the context in which it is being conducted. Re-write or re-frame the activities if required (within organisational conditions). Seek further advice from your RTO manager/senior trainer/assessor.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–48 Arrange your resources Resources might include: Performance and markers guides Templates and forms Assessments tasks and activities Checklists for project work, work-based activities or work samples Self-assessment and RPL materials Other resources.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–49 Specialist support Those who may be able to provide support include: carers assigned to candidates interpreters specialist educators and lead assessors safety and subject experts regulatory authority advisors and contacts policy developers and instructional designers (often responsible for existing training and assessment tools) technical or assessment assistance for remote or isolated candidates.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–50 Explain the assessment requirements Discuss, explain and reach agreement with the candidates about the tasks you want them to complete. Remember to be fair and equitable.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–51 Gathering quality evidence Use the correct tools and instruments –ensure you’re using current and valid instruments. Be efficient; do not ask for more than is required. Gather evidence on-the-job where possible. Be impartial and fair.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–52 Integrating quality activities Consider the overall work task to be completed. Analyse different tasks to see if they can be assessed holistically.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–53 Document changes Any variation or change made to an assessment activity, instrument or process must be documented and recorded in line with RTO procedures. The AQTF requires assessment tools to be continuously validated. Evidence of that quality improvement must be kept on file.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–54 Supporting the candidate Provide direct support to ensure they have a fair chance of completing the task successfully. Only stop an assessment activity if it is unsafe, or if in your professional judgment the candidate cannot successfully complete the task.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–55 Make the assessment decision Ensure the evidence is complete. Compare the results with the model answers/markers’ guide. Provide a decision of ‘competent’ or ‘not yet competent’. Provide feedback to the candidate with a follow-up action plan.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–56 Record and report the assessment decision In line with AQTF requirements, your assessment decision remains on file with the RTO for 30 years (or with the state training authority if the RTO ceases operations). Results must be recorded promptly and accurately. Complete an assessment report in accordance with RTO policy.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–57 Assessment reporting A quality assessment record should contain these essential elements: full legal name of the candidate date the assessment decision was made name of the assessor name, address and registration number of the RTO issuing the certification

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–58 Assessment reporting (cont.) unit/s of competency achieved by the candidate overall record (competent, not yet competent) signature of assessor additional comments by the assessor (if required) file reference.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–59 Review the assessment process The review should include: self-reflection analysis of feedback from the candidate information and/or feedback from client organisations, team leaders, supervisors, RPL coordinators, subject matter experts, LLN experts, other assessors and trainers.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–60 Document the assessment review

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–61 TAEASS403A Participate in assessment validation Elements: 1.Preparing for validation 2.Contributing to validation activities 3.Contributing to validation outcomes

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–62 What is validation? Validation is the act of analysing and improving upon the assessment tools, systems, and processes. It is a systematic approach to verifying the accuracy and integrity of the: assessment processes assessment methods assessment products.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–63 When validation can occur Before assessment –Planning and trialling of the assessment processes assists the validation process. During assessment –Monitoring and gathering feedback from assessors and candidates. After assessment –Using a validation panel to analyse the results, feedback and application of the assessment system.

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–64 Validation policies A validation policy provides information to managers, trainers and assessors regarding the organisation’s approach to validation, and will usually include: purpose and scope of the policy definitions of terms and relevant standards and legislation how the policy links with other quality management systems

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–65 responsibilities of assessors procedures for conducting validation of assessment processes planning and recording requirements for registration under the AQTF validation schedules. Validation policies (cont.)

. Copyright  2011 McGraw-Hill Australia Pty Ltd PPTs to accompany Vocational Training and Assessment by Hill, Hill and Perlitz 3–66 Participating in the process The assessment systems, tools and instruments are analysed and compared with: –competency benchmarks for validity –industry standards, codes and licences for relevance –legislation for compliance. A checklist is provided to analyse the information. A cover sheet and report of recommendations must be generated for quality control and compliance purposes.