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.
Prerequisites
Not applicable.
Elements and Performance Criteria
Element | Performance Criteria |
1. Analyse the learning context | 1.1 Develop an understanding of the learners, their needs and the learning context 1.2 Review current assessment practice 1.3 Identify existing assessment resources |
2. Plan to deliver e-assessment | 2.1 Research types and suitability of e-assessment technologies for the required assessment 2.2 Identify the requirements for e-assessment 2.3 Plan online support for e-assessment 2.4 Ensure staff have the 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 e-assessment |
3. Design e-assessment tasks and processes | 3.1 Select 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 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 e-assessment for learners | 5.1 Clearly inform learners of 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 |
Required Skills
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.
Evidence Required
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. |
Range Statement
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. |
Sectors
Assessment
Employability Skills
This unit contains employability skills.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.