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 TAAASS403B, 'Develop assessment tools'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop assessment tools' 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 | Determine the focus of the assessment tool | 1.1 | The target group of candidates and the purpose/s and context/s of assessment are identified/clarified |
1.2 | The relevant benchmarks for assessment are accessed and interpreted to establish the evidence required to demonstrate competency | ||
1.3 | Where competency standards form the assessment benchmark/s, all component parts of the competency standards are interpreted and, where relevant, these standards are contextualised to meet organisational legal/ ethical requirements, in accordance with contextualisation guidelines | ||
1.4 | Other related documentation is identified to inform assessment tool development | ||
2 | Determine assessment tool needs | 2.1 | Assessment methods are selected which will support the collection of defined evidence, taking into account the context in which the assessment will take place and meeting the principles of assessment |
2.2 | Nominated assessment methods enable candidates to show or support their claim for recognition of current competency | ||
2.3 | Different instruments for the selected assessment methods are considered and options for assessment activities are generated using critical thinking skills | ||
3 | Design and develop assessment tools | 3.1 | Specific instruments are developed to address the evidence to be collected based on devising assessment activities which: meet the competency standards reflect the principles of assessment incorporate principles of access and equity meet the rules of evidence provide choice, where appropriate are sequenced to reflect competency development in a learning and assessment pathway are user-friendly reflect the assessment environment are practicable |
3.2 | Assessment instruments are developed using appropriate: style and format language, literacy and numeracy sensitivity to audience diversity visual and aural representation media | ||
3.3 | Clear and specific procedures instructing the assessor and/or candidate on the administration and use of the instruments are defined and documented | ||
3.4 | Relevant assessment system policy and procedures requirements are considered and addressed including storage and retrieval needs, review and evaluation, version control procedures | ||
4 | Review and trial assessment tools | 4.1 | Draft assessment tools are checked against evaluation criteria and amended, where necessary |
4.2 | Draft assessment tools are trialled to validate content and applicability | ||
4.3 | Feedback from relevant people involved in trialling is collected and documented | ||
4.4 | Amendments to the final tools are made based on analysis of feedback, where required | ||
4.5 | Revised assessment tools are appropriately formatted and filed in accordance with assessment system policies and procedures and organisational/legal/ethical requirements | ||