1. Introducing Assessment For Learning1 1

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

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

10. 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

11. 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

12. 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

13. 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.