Application
This unit describes the 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 that they are fair, flexible, valid and reliable.
The unit provides guidelines for generating e-assessment strategies for diagnostic, formative and summative assessments.
It applies to teachers, trainers, educators and facilitators who 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.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Analyse the learning context | 1.1. Develop an understanding of learners and their needs, and the learning context 1.2. Review current assessment practice 1.3. Identify existing assessment resources |
2. Plan to deliver the e-assessment | 2.1. Research the types and suitability of e-assessment technologies for the assessment 2.2. Identify the requirements for the e-assessment 2.3. Plan online support for the e-assessment 2.4. Ensure staff have the required skills and knowledge for the e-assessment 2.5. Plan the scope of an e-assessment testing schedule 2.6. Source resources required to deliver the planned e-assessment 2.7. Assess and develop risk-management strategies for delivery of the e-assessment |
3. Design e-assessment tasks and processes | 3.1. Select the e-assessment appropriate for the learning context 3.2. Draft e-assessment resources 3.3. Design learner support materials for the planned tasks and resources 3.4. Identify tasks suitable for recognition of prior learning (RPL) options |
4. Develop the e-assessment tasks and processes | 4.1. Prepare e-assessment tasks and processes 4.2. Prepare assessor resources for delivery 4.3. Trial e-assessment tasks and processes 4.4. Revise e-assessment resources, based on trial feedback 4.5. Ensure the authenticity of the e-assessment tasks |
5. Deliver the e-assessment for learners | 5.1. Clearly inform learners of the assessment criteria 5.2. Manage the tasks associated with e-assessment |
6. Evaluate the e-assessment process | 6.1. Validate e-assessment tasks and processes 6.2. Evaluate e-assessment software and associated tools 6.3. Modify e-assessment processes, as required to reflect evaluation |
Evidence of Performance
The candidate must show evidence of the ability to complete tasks outlined in the elements and performance criteria of this unit, including:
analysing, implementing and evaluating at least one e-assessment for a specific candidate or group, which must include:
planning for the e-assessment, with consideration for the candidate’s needs and existing resources
designing and developing e-assessment processes, and tasks, for the candidate or group
evaluating the e-assessment tasks and processes.
Evidence of Knowledge
The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:
contemporary policy and approaches to e-learning and e-assessment
how the rules of evidence, and principles of assessment, apply to an e-assessment
content of relevant online learning resources and learning materials
design and management of e-assessment resources
e-assessment options that enhance learning, and when to use them
effective learning and assessment principles
appropriate teaching, learning and assessment strategies, and an understanding of e-assessment methods
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
quality assurance processes to ensure integrity of e-assessment.
Assessment Conditions
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment, and include access to an e-learning environment.
Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 2.4 | Develops an understanding of learner needs, staff skills and knowledge that underpins e-assessment strategy |
Reading | 1.2, 1.3, 2.1, 2.2, 2.6, 3.1, 3.4, 4.4, 6.1, 6.2 | Sources, analyses and interprets information to apply relevance to requirements and review, define and implement e-assessment practice |
Writing | 2.3, 2.5, 2.7, 3.2, 3.3, 4.1, 4.2, 4.4, 5.1, 6.1, 6.3 | Documents e-assessment processes as required, in an appropriate language in a format and style |
Oral communication | 1.1, 5.1 | Leads communication to clarify needs, elicit learner and staff requirements, conduct e-assessments and provide feedback |
Interact with others | 2.4 | Collaborates with others sharing information to build skills and knowledge required to achieve agreed outcomes Cooperates with others to clarify understanding and seek feedback |
Get the work done | 1.1-1.3, 2.1-2.7, 3.1-3.4, 4.1-4.5, 5.1, 5.2, 6.1-6.3 | Uses systematic, analytical processes in complex, routine and non-routine situations gathering information and identifying, and evaluating options based on organisational needs Plans, organises and completes work according to strategy, taking responsibility for decisions and sequencing tasks to achieve efficient outcomes Evaluates effectiveness of products and processes to inform strategic decisions Uses information and communications technology (ICT) based tools to design and develop products ,and processes and to manage data and records |
Sectors
Assessment