Analyse, implement and evaluate e-assessment Evidence Guide

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Evidence Guide: TAEASS801A - Analyse, implement and evaluate e-assessment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

TAEASS801A - Analyse, implement and evaluate e-assessment

What evidence can you provide to prove your understanding of each of the following citeria?

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.

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.