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Assessment Cluster

Teresa O'Brien
Principal Lecturer
C.Y. O’Connor Institute
This session covers

•The definition of assessment
•Types of assessment
•Differences between assessment types
•Purpose of assessment
•Who can assess
•The principles of assessment
•Rules of evidence
AQTF definition
“The process of collecting evidence and making judgements
about whether competency has been achieved to confirm that
an individual can perform to the standard expected in the
workplace as expressed in the relevant endorsed
industry/enterprise competency standard of a training
package or by the learning outcomes of an accredited course.”




AQTF Users' Guide to the Essential Standard and Conditions for Continuing Registration, p.67
Assessment defined

• Determines the competence of an individual rather than their
  performance in comparison with others
• Requires a number of events or activities that collectively
  provide evidence of a performance

Competence is having the skill and knowledge to correctly
  carry out a task, a skill or a function.
• Driving                       Nursing
• Flying                        Typing
• Cooking                       Fixing Cars
Types of Assessment
Norm Referenced
   competitive
   compares individuals with each other and ranks
   them. e.g. ATAR scores, Olympic events

Criterion Referenced
   assessment against fixed standards or criterion
   eg. Competency Based Assessment
Features of criterion based/competency
based
• Assessed against a benchmark
• Guided to provide evidence of a competent performance
• Participatory process where there is interaction with the
  assessor and negotiation re: form, location and timing
• Judgement of competent, or not yet competent is made
• Provides many different assessment pathways
1. learn and assess
2. assessment only
3. RPL
Assessment Benchmarks
• Are reference points that contain the
  standards/criteria/specifications upon which a judgement of
  competence is made
Examples
• Unit of competency from a training package
• Performance standards
• Objectives from a training session
• Standard Operating Procedures
• Induction program outcomes
• Product specifications
Purpose of assessment
The purpose is important as it may affect the choice of
benchmark, the context and the planning for assessment.

You may assess for some of the following reasons:
•To recognise existing competencies
•Determine if competency has been achieved after a learning
experiences
•Identify a candidate’s progress towards competence
•Certify competence for a qualification
•Meet licensing and regulatory requirements
Who can assess?
• In VET under AQTF only RTO’s can issue nationally recognised
  qualifications and statements of attainment.
• RTO’s must meet AQTF standards
• TAE10 assessment units are the national benchmark
• Assessors must have vocational competence or assess
  alongside someone who does
• Other (non RTO) organisations have their own policies and
  procedures for assessment
Principles of assessment

•   Validity – the evidence will prove competence
•   Reliability – other assessors would make the same decision
•   Fairness – assessor is objective, open and transparent and
    considers needs of candidate
•   Flexibility – assessment can be on-the-job or off-the-job,
    time and situation negotiable
Evidence
Evidence - Is the proof that supports a claim of competency and
can be collected on a wide range of measurable aspects of
performance including
Products that have been made.
Underpinning knowledge and understanding.
Processes that have been carried out.
Underlying attitudes.
Types of Evidence
Direct – observing the candidate actually perform in the workplace
Indirect – projects, simulations, role-plays etc.
Supplementary – where additional evidence is required - third party reports,
tests, questioning

Examples of assessment methods to gather evidence
•Portfolio                Video recordings
•Products made            Third Party Reports
•Case study responses     Simulation
•Observation              Answers to Questions
•Project                  Demonstration
Rules of Evidence
• Validity – evidence collected must cover all requirements of
  criteria
• Sufficiency – enough evidence is collected to make a decision
• Consistency – collected over a period of time
• Authenticity – candidate’s own work
• Currency – candidate must be competent at the time
Assessment Plans
Should contain:
• What will be assessed and why
• Who will be assessed and who will help
• How it will occur – what methods and tools
• When and where it will occur – context
• Resources or Special Arrangements
• Instructions for candidate
Assessment Tools
•   Contain the
•   specific instructions given to the candidate
•   The instrument in which the evidence is to be collected
•   The tasks to be completed
•   Sets of verbal/written/computer based questions to be asked.
•   Performance checklists.
•   Log books.
•   Description of competent performance.


A number of these tools may be used in combination to provide
   enough evidence to make a judgement.

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Tae assessment power point

  • 1. Assessment Cluster Teresa O'Brien Principal Lecturer C.Y. O’Connor Institute
  • 2. This session covers •The definition of assessment •Types of assessment •Differences between assessment types •Purpose of assessment •Who can assess •The principles of assessment •Rules of evidence
  • 3. AQTF definition “The process of collecting evidence and making judgements about whether competency has been achieved to confirm that an individual can perform to the standard expected in the workplace as expressed in the relevant endorsed industry/enterprise competency standard of a training package or by the learning outcomes of an accredited course.” AQTF Users' Guide to the Essential Standard and Conditions for Continuing Registration, p.67
  • 4. Assessment defined • Determines the competence of an individual rather than their performance in comparison with others • Requires a number of events or activities that collectively provide evidence of a performance Competence is having the skill and knowledge to correctly carry out a task, a skill or a function. • Driving Nursing • Flying Typing • Cooking Fixing Cars
  • 5. Types of Assessment Norm Referenced competitive compares individuals with each other and ranks them. e.g. ATAR scores, Olympic events Criterion Referenced assessment against fixed standards or criterion eg. Competency Based Assessment
  • 6. Features of criterion based/competency based • Assessed against a benchmark • Guided to provide evidence of a competent performance • Participatory process where there is interaction with the assessor and negotiation re: form, location and timing • Judgement of competent, or not yet competent is made • Provides many different assessment pathways 1. learn and assess 2. assessment only 3. RPL
  • 7. Assessment Benchmarks • Are reference points that contain the standards/criteria/specifications upon which a judgement of competence is made Examples • Unit of competency from a training package • Performance standards • Objectives from a training session • Standard Operating Procedures • Induction program outcomes • Product specifications
  • 8. Purpose of assessment The purpose is important as it may affect the choice of benchmark, the context and the planning for assessment. You may assess for some of the following reasons: •To recognise existing competencies •Determine if competency has been achieved after a learning experiences •Identify a candidate’s progress towards competence •Certify competence for a qualification •Meet licensing and regulatory requirements
  • 9. Who can assess? • In VET under AQTF only RTO’s can issue nationally recognised qualifications and statements of attainment. • RTO’s must meet AQTF standards • TAE10 assessment units are the national benchmark • Assessors must have vocational competence or assess alongside someone who does • Other (non RTO) organisations have their own policies and procedures for assessment
  • 10. Principles of assessment • Validity – the evidence will prove competence • Reliability – other assessors would make the same decision • Fairness – assessor is objective, open and transparent and considers needs of candidate • Flexibility – assessment can be on-the-job or off-the-job, time and situation negotiable
  • 11. Evidence Evidence - Is the proof that supports a claim of competency and can be collected on a wide range of measurable aspects of performance including Products that have been made. Underpinning knowledge and understanding. Processes that have been carried out. Underlying attitudes.
  • 12. Types of Evidence Direct – observing the candidate actually perform in the workplace Indirect – projects, simulations, role-plays etc. Supplementary – where additional evidence is required - third party reports, tests, questioning Examples of assessment methods to gather evidence •Portfolio Video recordings •Products made Third Party Reports •Case study responses Simulation •Observation Answers to Questions •Project Demonstration
  • 13. Rules of Evidence • Validity – evidence collected must cover all requirements of criteria • Sufficiency – enough evidence is collected to make a decision • Consistency – collected over a period of time • Authenticity – candidate’s own work • Currency – candidate must be competent at the time
  • 14. Assessment Plans Should contain: • What will be assessed and why • Who will be assessed and who will help • How it will occur – what methods and tools • When and where it will occur – context • Resources or Special Arrangements • Instructions for candidate
  • 15. Assessment Tools • Contain the • specific instructions given to the candidate • The instrument in which the evidence is to be collected • The tasks to be completed • Sets of verbal/written/computer based questions to be asked. • Performance checklists. • Log books. • Description of competent performance. A number of these tools may be used in combination to provide enough evidence to make a judgement.