Assessment Ice breaker. Ice breaker. My most favorite part of the course was …. My most favorite part of the course was …. Introduction Introduction How do we determine whether a person can perform a skill. How do we determine whether a person can perform a skill. Last lesson. Last lesson. Learning outcome. Learning outcome. Lesson structure. Lesson structure. Why do we need to determine whether a person can Why do we need to determine whether a person can perform a skill. perform a skill.

Title Title Assessment. Assessment. Aim Aim To provide the learner with the skills and knowledge to prepare assessments for a skills lesson plan. To provide the learner with the skills and knowledge to prepare assessments for a skills lesson plan. Learning Outcome Learning Outcome At the end of the session the learner will be able to develop a series of suitable assessments for the delivery of skills lesson plan, in a classroom situation. At the end of the session the learner will be able to develop a series of suitable assessments for the delivery of skills lesson plan, in a classroom situation. Assessment Criteria Assessment Criteria Successfully prepare a series of assessments in a classroom situation. Successfully prepare a series of assessments in a classroom situation. Assessment

What is assessment. What is assessment.  The gathering and judgement of evidence about the performance of the individual.  It measures the skills, knowledge and attitudes of the learner.  Involves taking a representative sample of items to assess. How is assessment carried out in CBT format. How is assessment carried out in CBT format.  It is used to demonstrate that the learner has achieved the required standard. Where does the assessment criteria comes from. Where does the assessment criteria comes from.  Performance criterion based on “Element of competency” and the “Performance criteria”. Assessment

Formative Assessment Formative Assessment  Assists the learner to learn by providing feedback. Summative Assessment Summative Assessment  Determines if the learner has achieved the required expertise in a given set of skills or knowledge. Subjective Assessment Subjective Assessment  Based on opinions and feelings. Objective Assessment Objective Assessment  Based on a clearly defined process and specific standards. Assessment

Norm referenced assessment. Norm referenced assessment.  Compares learners in the same group to determine the best and the worst. Criterion referenced assessment. Criterion referenced assessment.  All learners in a group are compared to a specific criteria. Assessment

Competency based assessment should be valid, reliable, fair and flexible. Competency based assessment should be valid, reliable, fair and flexible.  Valid  When it assesses what is claims to assess.  Reliable  When it is consistent in all situations and with all learners.  Fair  When it places all learner on equal terms.  Flexible  When it can accommodate all delivery modes and delivery sites and the needs of learners. Assessment

Assessment Techniques Assessment Techniques  Knowledge techniques  Recall of facts, comprehension skills, analysis skills, and evaluation skills.  Practical skills techniques  Application of knowledge to a given practical situation.  Attitude techniques  The need to be clean and careful in a practical situation. Assessment

Specific assessment tools Specific assessment tools  Real work  Learner performs real work.  Simulated work  Training room using a mock up work situation.  Written form  Demonstrate what is known using paper or computer.  Oral form  Learner talks about what they know. Assessment

Developing an assessment Step 1. Step 1.  Review module and develop the learning outcomes. Step 2. Step 2.  Obtain copy of the competency standard to help you focus what the learner will be expected to do in the Workplace. Step 3. Step 3.  Based on review of the module description select a sample of learning outcomes to assess. Step 4. Step 4.  Draw up a ‘Table of specification’ or ‘Weighting list’ Assessment

Learning Outcomes Assessment Criteria Total Weighting KnowledgeSkillsAttitude Table of Specifications Total Assessment

Step 5. Step 5.  Review each of the learning outcomes and assessment criteria together with the table of specification.  Identify the most appropriate assessment techniques for the learning outcomes and assessment criteria. Step 6. Step 6.  Design the assessment instruments if none exist.  Performing the task yourself.  Perform the task again and record all stages, steps and key points.  Determine what you will measure in the performance of the task Step 7. Step 7.  Draw up an assessment plan. Assessment

Learning Outcomes Assessment Criteria Written Test ProjectOral Questions Observation Assessment Plan Assessment Method 2 1 Key: 1. Workplace. 2. Simulated Workplace. 3.Training Room Assessment

Step 8. Step 8.  Develop instructions for the administration of the assessment. Step 9. Step 9.  Pilot test Assessment

Conclusion Conclusion  Outcomes  What are the components of assessment.  What are the steps in the process.  Feedback  Questions.  Future Session.  Assessment and workplace training  Reflection Assessment

Four specific skill areas for employment related competencies. Four specific skill areas for employment related competencies.  Task skills  Ability to perform individual tasks.  Task management skills  Managing a number of different tasks within a job and Workplace.  Contingency management skills  Responding appropriately to irregularities and breakdowns in routine within a job and Workplace.  Job role environment skills  Dealing with the responsibilities and expectations of the work environment including working with others. Assessment