Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver BSZ402A, 'Conduct assessment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct assessment' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements and Performance Criteria | |||
Element | Performance Criteria | ||
1 | Identify and explain the context of assessment | 1.1 | The context and purpose of assessment are discussed and confirmed with the person(s) being assessed |
1.2 | The relevant performance standards to be used in the assessment (eg. current endorsed competency standards for the specific industry) are clearly explained to the person being assessed | ||
1.3 | The assessment procedure is clarified and expectations of assessor and candidate are agreed | ||
1.4 | Any legal and ethical responsibilities associated with the assessment are explained to the person(s) being assessed | ||
1.5 | The needs of the person being assessed are determined to establish any allowable adjustments in the assessment procedure | ||
1.6 | Information is conveyed using language and interactive strategies and techniques to communicate effectively with the person(s) being assessed | ||
2 | Plan evidence gathering opportunities | 2.1 | Opportunities to gather evidence of competency, which occurs as part of workplace or training activities, are identified covering the dimensions of competency |
2.2 | The need to gather additional evidence which may not occur as part of the workplace or training activities are identified | ||
2.3 | Evidence gathering activities are planned to provide sufficient, reliable, valid and fair evidence of competency in accordance with the assessment procedure | ||
3 | Organise assessment | 3.1 | The resources specified in the assessment procedure are obtained and arranged within a safe and accessible assessment environment |
3.2 | Appropriate personnel are informed of the assessment | ||
3.3 | Spoken interactions and any written documents employ language and strategies and techniques to ensure the assessment arrangements are understood by all person(s) being assessed and appropriate personnel | ||
4 | Gather evidence | 4.1 | Verbal and non-verbal language is adjusted and strategies are employed to promote a supportive assessment environment to gather evidence |
4.2 | The evidence specified in the assessment procedure is gathered, using the assessment methods and tools | ||
4.3 | Evidence is gathered in accordance with specified allowable adjustments where applicable | ||
4.4 | The evidence gathered is documented in accordance with the assessment procedure | ||
5 | Make the assessment decision | 5.1 | The evidence is evaluated in terms of: , validity , authenticity , sufficiency , currency , consistent achievement of the specified standard |
5.2 | The evidence is evaluated according to the dimensions of competency: , task skills , task management skills , contingency management skills , job/role environment skill , transfer and application of knowledge and skills to new contexts | ||
5.3 | Guidance is sought, when in doubt, from a more experienced assessor(s) | ||
5.4 | The assessment decision is made in accordance with the criteria specified in the assessment procedure | ||
6 | Record assessment results | 6.1 | Assessment results are recorded accurately in accordance with the specified record keeping requirements |
6.2 | Confidentiality of assessment outcome is maintained and access to the assessment records is provided only to authorised personnel. | ||
7 | Provide feedback to persons being assessed | 7.1 | Clear and constructive feedback in relation to performance is given to the person(s) being assessed using language and strategies to suit the person(s) including guidance on further goals/training opportunities is provided to the person(s) being assessed |
7.2 | Opportunities for overcoming any gaps in competency, as revealed by the assessment, are explored with the person(s) being assessed | ||
7.3 | The person(s) being assessed is advised of available reassessment opportunities and/or review appeal mechanisms where the assessment decision is challenged | ||
8 | Report on the conduct of the assessment | 8.1 | Positive and negative features experienced in conducting the assessment are reported to those responsible for the assessment procedure |
8.2 | Any assessment decision disputed by the person(s) being assessed is recorded and reported promptly to those responsible for the assessment procedure | ||
8.3 | Suggestions for improving any aspect of the assessment process are made to appropriate personnel | ||