1. Assessment Methods

2. 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

3. What are you looking for?
Evidence
What are you looking for?

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

5. 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.

6. 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.

7. 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.

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

9. Recognition of Prior Learning
RPL
Recognition of Prior Learning

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

11. Marking Criteria
The candidate is able to …

12. 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

13. Developing an Assessment Plan

14. 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

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