Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

TAEASS801A Mapping and Delivery Guide
Analyse, implement and evaluate e-assessment

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAEASS801A - Analyse, implement and evaluate e-assessment
Description This unit describes the performance outcomes, skills and knowledge required to analyse a range of technology-enabled assessment (e-assessment) options that are available for the design, delivery and administration of required assessment activities in an educational work group. It develops the advanced theoretical and technical knowledge required to evaluate e-assessment processes in that work group to ensure that they are fair, flexible, valid and reliable.The unit provides guidelines for generating e-assessment strategies for diagnostic, formative and summative assessments.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to teachers, trainers, educators and facilitators wanting to develop the advanced theoretical and technical skills and knowledge to make use of e-assessment options in training.They can use the skills and knowledge to analyse, implement, manage and evaluate the application of e-assessment processes that are fair, flexible, valid and reliable.The unit is relevant to a range of assessment activities in small, medium or large organisations and for individuals, groups and organisations.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element:
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

knowledge of effective assessment principles

construction of pedagogically sound contextually relevant e-assessment strategies and practices

research on theory and practice in relation to e-assessment, especially where these are enabled by new content solutions; and vocational education and training approaches or technologies.

Context of and specific resources for assessment

Assessment must ensure:

competence is consistently demonstrated over time, and over a range and variety of complex situations

access to required e-assessment facilities and resources.

Method of assessment

A range of e-assessment methods should be used to assess practical skills and knowledge. Effective e-assessment methods should achieve one of more of the following criteria:

e-journal entries

direct questioning

review of a portfolio

blog.

Guidance information for assessment

Holistic assessment with other units in this qualification:

TAEDEL801A Evaluate, implement and use ICT-based educational platforms

TAEDEL802A Use e-learning with social media

TAELED703A Implement improved learning practice

TAELED802A Investigate the application of ICT content knowledge.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

cognitive skills related to effective e-assessment to:

assess the impact of e-assessment

develop differentiated e-assessment programs

initiate self-directed learning and self-assessment

communication skills to:

coach and mentor members of work group

conduct project-based activities

demonstrate effectiveness of e-assessment options

initiate and facilitate group discussions

seek feedback on e-assessment designs and processes

share ideas and information

planning and organising skills to:

assess and develop risk-management strategies

develop e-assessment strategies for individuals, groups and organisations

provide diverse and relevant e-assessment options

research skills to review a variety of e-assessment methods and their alignment to pedagogical theory and practice, learner interests and changing learning styles

teamwork skills to:

collect and respond to feedback on e-assessment initiatives

develop solutions and resources to support e-assessment

monitor individual, group and organisation interactions in assessment process

technology skills to:

ensure technology infrastructure will support e-assessment initiatives

identify and use appropriate e-assessment designs and software

undertake web-based e-assessment research

use online collaborative tools to support e-assessment initiatives.

Required knowledge

contemporary policy and approaches to e-learning and e-assessment

content and requirements of the relevant delivery and e-assessment strategies

content of online learning resources and learning materials

contexts where e-assessment can be used

design and management of e-assessment resources

e-assessment options that enhance learning and when to use them

effective learning and assessment principles

range of appropriate teaching, learning and assessment strategies, and an understanding of e-assessment methods

range of learning styles suitable for e-assessment

situations and contexts where e-assessment can be used

sources and availability of relevant e-assessment resources and materials.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Understanding learners and their needs may include:

ensuring authentic learner engagement

familiarity with e-assessment processes

understanding different learning styles, including:

activist learners

audio learners

kinaesthetic learners

pragmatic learners

reflective learners

self-directed learners

tactile learners

theoretical learners

visual learners.

E-assessment may include:

all online – no face-to-face assessment

blended – combination of online and face-to-face assessments

asynchronous e-assessment

synchronous e-assessment

automated electronic marking and recording of results

cloud-based e-assessment

computer-aided assessment

computer-based e-assessment

computerised adaptive testing

computerised classification testing

digital stories

electronic marking

e-portfolios, including video and audio files

instructor-led group e-assessment

online communication tools

online discussion forums

online peer assessment

online quizzes

on-screen testing

recorded interviews and discussions

self-directed e-assessment

simulations and demonstrations

social networks

video conference based assessment

web or virtual room based assessment

web-based e-assessment

web-based questions.

Required skills and knowledge may include:

ability to ensure adequate technical support for e-assessment processes

ability to understand and manage security measures required for authentic e-assessment

awareness of workplace and regulatory requirements

familiarity with and skilled use of e-assessment systems and delivery platforms

understanding of the principles of fair, flexible, valid and reliable assessment.

Authenticity may involve:

developing e-assessment tasks that are fair, flexible, valid and reliable

ensuring candidates understand and are able to participate fully in e-assessment processes

ensuring e-assessment evidence is appropriate for the given context

informing candidates of relevant e-assessment learning criteria

providing a range of e-assessments that support continuous competency development

allowing candidates to question e-assessment results and, if necessary, be reassessed.

Validating may include:

checking that e-assessment tools have produced valid, reliable, sufficient, current and authentic evidence to enable reasonable judgements to be made as to whether course requirements have been met

making recommendations for future improvement to e-assessment tools and processes

setting up and conducting quality review processes.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback

Forms

Assessment Cover Sheet

TAEASS801A - Analyse, implement and evaluate e-assessment
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

TAEASS801A - Analyse, implement and evaluate e-assessment

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: