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 TAAASS404B, 'Participate in assessment validation'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Participate in assessment validation' 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 | Prepare for validation | 1.1 | The purpose, focus and context of validation is confirmed and discussed with relevant people |
1.2 | The approach to validation is discussed and confirmed in accordance with the defined purpose/s, context, relevant assessment system policies and procedures and organisational/ legal/ethical requirements | ||
1.3 | Relevant benchmarks for assessment are analysed and the evidence needed to demonstrate that competency is collectively agreed | ||
1.4 | Any related documentation relevant to validation proceedings is identified and collectively agreed | ||
1.5 | Material/s to be used in validation sessions are obtained, read and interpreted and validation activities collectively agreed | ||
2 | Contribute to validation process | 2.1 | Active participation in validation sessions and activities is demonstrated using appropriate communications skills |
2.2 | Participation in validation sessions and activities, includes the review, comparison and evaluation of: the overall assessment process assessment plans interpretation of competency standards or other benchmarks for assessment selection and application of assessment methods selection and use of assessment tools the collected evidence assessment decisions including the exercise of judgement | ||
2.3 | The review, comparison and evaluation is undertaken in accordance with the principles of assessment and rules of evidence | ||
2.4 | All documents used in the validation process are checked for accuracy and version control | ||
3 | Contribute to validation outcomes | 3.1 | Validation findings are collectively discussed, analysed and agreed to support improvements in the quality of assessment |
3.2 | Recommendations to improve assessment practice are discussed, agreed and recorded | ||
3.3 | Changes to own assessment practice, arising from validation and appropriate to assessment role and responsibilities, are implemented | ||