Assessment Cluster

Teresa O'BrienPrincipal LecturerC.Y. O’Connor Institute

•The definition of assessment•Types of assessment•Differences between assessment types•Purpose of assessment•Who can assess•The principles of assessment•Rules of evidence

This session covers

“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

AQTF definition

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

Norm Referenced

competitivecompares 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

Types of 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 assess2. assessment only3. 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

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

Purpose of assessment

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

EvidenceEvidence - 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.

Direct – observing the candidate actually perform in the workplaceIndirect – 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

Types of Evidence

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 PlansShould 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.