2. This topic contains information on
• different purposes for assessment
• different types of candidates and their needs
• identifying the benchmarks
• understanding and interpreting the assessment guidelines and the
assessment strategy
• identifying assessment methods
•Acknowledging the context of assessment- organisational, legal and
ethical requirements, organisational culture
•Consultation
•Partnerships
•Assessment costs, timeframes and resources
3. Determining the assessment approach
The approach is guided by the assessment plan
which details the questions
•Why
•What
•Who
•How
•When
4. Assessment Plans contain:
• Consultation with others who may be involved
• Resources required to conduct the assessment
• Identification of the candidate/s
• Details of how the assessment will occur
• Identification of the benchmark or unit (what)
• Context of the assessment –where it will take place
• When assessment will take place
5. Planning involves determining the
purpose of assessment -WHY
What is the
purpose of
the
assessment?
With what will What
I assess the benchmark is
benchmark? being used?
How will I What
assess the evidence is
benchmark? required?
6. Different purposes of assessment
•Recognising competency after a program of learning
•Recognising current competency- based on previous learning
and/or experience.
•Identifying language, literacy and numeracy skills
•Identifying individual’s progress through formative assessment
•Making a decision about competence (summative assessment)
•Meeting operational requirements for work or for operating
equipment or machinery
•Meeting licensing or regulatory requirements
7. Recognition of Prior Learning (RPL)
•establishes gaps in competency where further training is
required as much as it establishes competency achieved
previously
• involves summative assessment carried out before any training
takes place
•assumes that people gain skills and knowledge in may different
ways such as previous work and life experiences
•can be issued for a whole qualification if the evidence is
satisfactory
•can be issued for units of competency or partial qualifications
where completion leads to a Statement of Attainment
9. Needs of the assessment candidate-
WHO
Q. Why?
A. So you can plan and organise assessment according to
their needs.
How?
• Get them to tell you
• Discuss their requirements with other trainers,
teachers
• Check pre-enrolment information
• Speak to workplace personnel
• Seek out background information confidentially
• Check with Industry Skills Councils about cohort type
10. Candidate needs to consider
•Previous learning experiences
•Language, literacy and numeracy needs
•Physical impairments or disability
•Intellectual impairment
•Hidden disabilities such as arthritis, epilepsy, diabetes
•Psychiatric or psychological disability
•Religious or spiritual differences
•Culture
•Age
•Background
11. Your role
Understand equity and support issues
Provide information on access to support candidates
Keep up to date with issues and information about support
mechanisms available
Choose alternative assessment methods or tools to meet
individual needs . This is reasonable adjustment!
Provide support such as:
•LLN support
•Disability support
•Cultural or community support
•Interpreting services
•Counselling services
•Technology requirements
12. How to identify the benchmark -WHAT
Most common are
•Units of competency from training packages
•Units of competency from accredited courses
•Modules from courses with learning outcomes rather than
performance criteria
•Organisational benchmarks
13. Contextualising the benchmark
Are they suitable for specific assessment contexts?
If not, you will need
•to substitute/add material that makes generic information more
contextualised
•Add specific industry terminology to make the criteria more
relevant
•Amend terms in the range statement to make it more specific to
the industry
•Identify operating knowledge such as store OHS policy
Rule You cannot change the elements and performance criteria but
you can make them more relevant to the industry context
14. Sources to guide the assessment
process
1. Assessment Guidelines from the Training Package.
Each Training Package contains critical information to support
assessment. They must be followed as they contain
important information about
• The system
• AQTF requirements
• Licensing requirements
• Pathways and assessor requirements
• Guidelines for developing assessment tools
• Mandatory requirements for conduct of assessments
• Resources and information
15. Sources to guide the assessment
process
2. Training and Assessment Strategy
This is developed at the organisation level. It
Is an overarching planning document which spells out
•guidance as to how the unit is to be delivered and assessed
•guidance on the intended assessment method
•guidance on resources, material and tools
16. Determining the best assessment
method- HOW
•Consider the industry/organisation’s culture. Will your
methods be acceptable?
•How can you collect evidence of a competent
performance?
•What needs does the candidate have?
•How many units/competencies are you assessing?
•How will you address OHS and other relevant
legislation?
•Will time and cost factors influence the method you
choose?
17. Assessment methods
The method you choose should reflect the nature of the task or
performance.
• Use a range of methods
• No method is superior to another
• Consider the context: on the job, off the job, simulated?
• Organisational requirements- what does the organisation
have place to reflect effective assessment? (QA standards,
workplace documents..)
• Legal and ethical requirements
• Organisational culture
• Consultation with key stakeholders
• Partnership arrangements
