PLAN AND ORGANISE ASSESSMENT. By the end of this session, you will have an understanding of what is assessment, competency based assessment, assessment

PLAN AND PLAN AND ORGANISE ORGANISE

ASSESSMENTASSESSMENT

By the end of this session, you will By the end of this session, you will have an understanding of what is have an understanding of what is assessment, competency based assessment, competency based assessment, assessment methods assessment, assessment methods and what is evidence.and what is evidence.

INTRODUCTIONINTRODUCTION

People are assessed at all stages of their People are assessed at all stages of their life.life.

Parents assess their child’s Parents assess their child’s development.development.

Teachers assess you at school.Teachers assess you at school. At work supervisors & managers assess At work supervisors & managers assess

you.you. You are assessed at job interviews.You are assessed at job interviews. Your sporting team coach assesses you!Your sporting team coach assesses you!


Assessment is a process applied in Assessment is a process applied in different contexts.different contexts.

As trainers we assess to determine if As trainers we assess to determine if the content of our training has been the content of our training has been learned & is being applied.learned & is being applied.

As workplace assessors we conduct As workplace assessors we conduct assessments in the workplace to assessments in the workplace to confirm a candidate’s competence.confirm a candidate’s competence.


We must at all times, maintain the We must at all times, maintain the principles of assessment & deliver a principles of assessment & deliver a fair & equitable process.fair & equitable process.

Validity & reliability underpin these Validity & reliability underpin these principles.principles.

Finally, assessments must be Finally, assessments must be integrated with the development & integrated with the development & design of the training program.design of the training program.

WHAT IS ASSESSMENT?WHAT IS ASSESSMENT?

WHAT IS WHAT IS ASSESSMENT? ASSESSMENT? Assessment is about measuring Assessment is about measuring

ability to see if a person has reached ability to see if a person has reached the stated outcomes of a course.the stated outcomes of a course.

It is related to learners and linked to It is related to learners and linked to performance.performance.


Assessment is based on the Assessment is based on the gathering & judging of evidence gathering & judging of evidence about the performance of about the performance of individuals.individuals.

Assessment may involve taking a Assessment may involve taking a representative sample of items to representative sample of items to assess.assess.


Assessment is important for 3 main Assessment is important for 3 main reasons:reasons:

- For the trainer; it provides a check to For the trainer; it provides a check to verify if learning has taken place in verify if learning has taken place in accordance with the course outcomes.accordance with the course outcomes.

- For learners; assessment provides For learners; assessment provides feedback as to how they are going.feedback as to how they are going.

- For parties who want to know if people For parties who want to know if people have attained skills & knowledge to have attained skills & knowledge to required standards.required standards.

Purpose of AssessmentPurpose of Assessment

Assessment can provide people with Assessment can provide people with important feedback.important feedback.

Assessment will judge people’s Assessment will judge people’s knowledge, skills & attitudes.knowledge, skills & attitudes.

It is NEVER a judgement of the It is NEVER a judgement of the individual worth of a person.individual worth of a person.

Purpose of AssessmentPurpose of Assessment

Assessment should not be dominated Assessment should not be dominated by the assessor.by the assessor.

In fact the candidate should be In fact the candidate should be encouraged to participate in the encouraged to participate in the process as much as possible.process as much as possible.

Characteristics of Characteristics of AssessmentAssessment

Subjective assessment:Subjective assessment:- Opinions & feelings.Opinions & feelings.

Objective assessment:Objective assessment:

- Processes & specific standards or - Processes & specific standards or criteria.criteria.


The goal of assessment is to work The goal of assessment is to work towards the objective end as much towards the objective end as much as possible to reduce the degree of as possible to reduce the degree of opinions & feelings.opinions & feelings.

A degree of subjectivity during A degree of subjectivity during assessment is inevitable.assessment is inevitable.


THERE ARE FOUR TYPES OF ASSESSMENT:


DIAGNOSTIC ASSESSMENTDIAGNOSTIC ASSESSMENT Diagnostic assessment is used to Diagnostic assessment is used to

determine education and training determine education and training needs.needs.


RECOGNITION OF LEARNINGRECOGNITION OF LEARNING This is the recognition of This is the recognition of

competencies obtained through competencies obtained through previous or current training, work previous or current training, work and/or life experience.and/or life experience.


FORMATIVE ASSESSMENTFORMATIVE ASSESSMENT Formative assessment takes place Formative assessment takes place

over a period of learning or practice.over a period of learning or practice.


SUMMATIVE ASSESSMENTSUMMATIVE ASSESSMENT Summative assessment occurs at the Summative assessment occurs at the

end of a period of learning or end of a period of learning or practice.practice.

COMPETENCY BASED COMPETENCY BASED ASSESSMENT ASSESSMENT

VALIDITYVALIDITY A valid assessment assesses what it A valid assessment assesses what it

claims to assess.claims to assess.


RELIABILITYRELIABILITY A reliable assessment shows A reliable assessment shows

consistent results from one consistent results from one assessment to the next.assessment to the next.


FAIRNESSFAIRNESS A fair assessment will not A fair assessment will not

disadvantage anyone.disadvantage anyone.


FLEXIBILITYFLEXIBILITY Flexible assessment accommodates Flexible assessment accommodates

all delivery modes, delivery sites and all delivery modes, delivery sites and the needs of learners.the needs of learners.

Assessment MethodsAssessment Methods The many assessment methods available to The many assessment methods available to

trainers can be grouped into 2 categories:trainers can be grouped into 2 categories:1. Knowledge1. Knowledge- This measures the knowledge which learner- This measures the knowledge which learner have gained as a result of training.have gained as a result of training.2. Practical Skills Assessments.2. Practical Skills Assessments.- These represent the application of - These represent the application of

knowledge toknowledge to a given situation & usually can be seen.a given situation & usually can be seen.

Assessment MethodsAssessment Methods

Practical skills need some Practical skills need some knowledge base in order for them to knowledge base in order for them to be executed.be executed.

This is called underpinning This is called underpinning knowledge.knowledge.

Assessment MethodsAssessment Methods

Assessment items need to assess Assessment items need to assess both knowledge & skills to both knowledge & skills to determine competency.determine competency.

When all aspects of knowledge & When all aspects of knowledge & skills are incorporated into one skills are incorporated into one assessment activity, this is known as assessment activity, this is known as a holistic assessment.a holistic assessment.

4 Main Assessment Types4 Main Assessment Types

Real Work:Real Work:

- Assessment which takes place while - Assessment which takes place while the learner isthe learner is

performing real work.performing real work.


Simulated Work:Simulated Work:

- Assessment which is as similar as - Assessment which is as similar as possible to a work task but possible to a work task but performed off-the-job.performed off-the-job.


Written:Written:

- Assessment which involves learners - Assessment which involves learners responding in a written form to responding in a written form to demonstrate what they know.demonstrate what they know.


Oral:Oral:- Assessment where learners speak Assessment where learners speak

about what they know.about what they know.

Activity 3 – Assessment Tasks, pg. 139 Activity 3 – Assessment Tasks, pg. 139 (Tovey).(Tovey).

Activity 4 – Advantages & LimitationsActivity 4 – Advantages & Limitations

WHAT IS EVIDENCEWHAT IS EVIDENCE??

EVIDENCEEVIDENCE Assessments away from the workplace should Assessments away from the workplace should

not be too dissimilar to the actual workplace.not be too dissimilar to the actual workplace.Aspects to consider should be:Aspects to consider should be:- LocationLocation- TimingsTimings- ResourcesResources- CostsCosts- MaterialsMaterials- OH&SOH&S- Other personnel involved in the support of the Other personnel involved in the support of the

assessment.assessment.


In the CBA system, evidence is In the CBA system, evidence is something that supports the something that supports the candidate’s claim of competency.candidate’s claim of competency.


Evidence is collected through a Evidence is collected through a range of activities to confirm range of activities to confirm competency such as:competency such as:

- Products that are madeProducts that are made- Processes that are carried outProcesses that are carried out- Underpinning knowledge & Underpinning knowledge &

understandingunderstanding- Underpinning attitudes applied to Underpinning attitudes applied to

activities.activities.

Types of EvidenceTypes of Evidence There are 3 types of evidence:There are 3 types of evidence:1. Direct:1. Direct:The evidence is obtained through direct The evidence is obtained through direct

observation by observation by the assessor of the candidate.the assessor of the candidate.2. Indirect:2. Indirect:When it is not possible or desirable to directly When it is not possible or desirable to directly

observe the observe the candidate.candidate.3. Supplementary:3. Supplementary:The evidence is used when additional evidence is The evidence is used when additional evidence is

requiredrequiredby the assessor.by the assessor.

RULES OF EVIDENCERULES OF EVIDENCE

VALIDVALID:: Evidence gathered should meet the Evidence gathered should meet the

requirements of the unit of requirements of the unit of competency.competency.


SUFFICIENT:SUFFICIENT: Sufficient evidence must be Sufficient evidence must be

gathered to satisfy that the gathered to satisfy that the candidate is competent across all candidate is competent across all elements of the competency elements of the competency standard.standard.


AUTHENTICAUTHENTIC:: The assessor must be satisfied that The assessor must be satisfied that

the evidence is the work of the the evidence is the work of the candidate.candidate.


CURRENT:CURRENT: The evidence must relate to current The evidence must relate to current

competencies.competencies.

DIMENSIONS OF DIMENSIONS OF COMPETENCECOMPETENCE


Performing at an acceptable level Performing at an acceptable level of skillof skill

Managing a number of different Managing a number of different taskstasks

Responding appropriately when Responding appropriately when things go wrong.things go wrong.


Fulfilling workplace expectations Fulfilling workplace expectations and responsibilitiesand responsibilities

Transferring skills and knowledge to Transferring skills and knowledge to new situations and contexts.new situations and contexts.

Documents

PLAN AND ORGANISE ASSESSMENT. By the end of this session, you will have an understanding of what is assessment, competency based assessment, assessment