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 TAAASS301A, 'Contribute to assessment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Contribute to 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 | Clarify role and responsibilities in the assessment process | 1.1 | Purpose of assessment is discussed and confirmed with relevant people using appropriate communications and interpersonal skills |
1.2 | Benchmark/s for assessment are discussed and confirmed with qualified assessor | ||
1.3 | The assessment plan is accessed, read and clarified with qualified assessor | ||
1.4 | Specific responsibilities in gathering evidence and types of evidence to be gathered are discussed and agreed with qualified assessor | ||
2 | Confirm organisational arrangements for evidence gathering | 2.1 | Nominated assessment methods and assessment tools to be used in collecting evidence are clarified with the qualified assessor to ensure the instruments to collect evidence and the procedures to be followed are clear |
2.2 | The assessment context including candidate's characteristics and any need for reasonable adjustments are discussed and confirmed with relevant people | ||
2.3 | Resource requirements are confirmed and arranged in consultation with relevant people | ||
2.4 | Documentation setting out relevant assessment system policies and procedures, legal/ organisational/ethical requirements and any other relevant advice on assessment is accessed and confirmed with relevant people | ||
3 | Collect evidence in accordance with the assessment plan | 3.1 | The assessment process is explained to the candidate, including the different responsibilities of the parties involved, and any candidate issues/concerns are referred to the qualified assessor prior to undertaking assessment activities |
3.2 | Assessment tools are used to gather quality evidence using appropriate communication and interpersonal skills with the candidate and other relevant people | ||
3.3 | Evidence is collected within available time and resources, in accordance with organisational/ legal/ethical requirements | ||
3.4 | Evidence gathering assessment activities are reviewed against the principles of assessment and collected evidence is examined to determine whether it meets the rules of evidence | ||
3.5 | Limitations and issues in collecting quality evidence are identified and assistance is sought from qualified assessor/s, where required | ||
4 | Record and report findings | 4.1 | Evidence is documented and recorded in accordance with assessment system policies and procedures |
4.2 | Evidence is organised in a format suitable for analysis and provided to the qualified assessor in accordance with assessment system policies and procedures | ||
4.3 | Feedback is actively sought from the qualified assessor on whether the evidence gathering activities meet the principles of assessment and the collected evidence meets the rules of evidence | ||
4.4 | Areas for improvement in collecting evidence are documented for future assessment activities | ||