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 TAAASS501B, 'Lead and coordinate assessment systems and services'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lead and coordinate assessment systems and services' 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 | Develop and extend assessment expertise | 1.1 | Relevant and current research on assessment is accessed, read and incorporated into own and others' assessment practice |
1.2 | Opportunities to extend assessment expertise are sourced and accessed and new/extended assessment skills and knowledge are incorporated into own and others' assessment practice | ||
1.3 | A range of assessment methods is demonstrated in assessment practice | ||
1.4 | Cognitive skills are used to guide and support quality assessment practice and address issues in assessment practice | ||
1.5 | Ethical standards underpin assessment practice | ||
1.6 | Reflection is used to explore and extend expertise in assessment | ||
2 | Lead assessment activities | 2.1 | Assessment strategies are developed and confirmed in assessment only pathways |
2.2 | Roles, responsibilities and accountabilities of relevant persons in assessment are discussed and confirmed | ||
2.3 | AQTF and organisational requirements relating to the competence of assessors are confirmed and documented | ||
2.4 | Where required, partnership arrangements are initiated and developed setting out identified roles, responsibilities and services to be provided | ||
2.5 | Strategies for communication and networking are established and maintained with and between assessors | ||
2.6 | Leadership skills are used to provide clear direction, advice and support to assessors | ||
2.7 | Professional development needs and opportunities for assessors are identified and recommendations made to relevant personnel | ||
3 | Monitor assessment practice | 3.1 | Assessment practice of assessors is systematically monitored in relation to: how client/candidate needs are being met how effectively and accurately the designated competency standards are being interpreted by assessors as the benchmarks for assessment how the principles of assessment are being applied in assessment practice assessors' application of assessment methods and assessment tools how the rules of evidence are being applied in gathering evidence whether assessment is being conducted in accord with the policies and procedures of the organisation's assessment system whether organisational/legal/ethical requirements are being met |
3.2 | Individual facilitation techniques are used to guide and support assessors as they work and to improve assessment practice | ||
3.3 | Assessment records are analysed to ensure legal/organisational/ethical requirements are being met and appropriate advice is provided to improve record keeping arrangements where issues arise | ||
4 | Coordinate assessment validation activities | 4.1 | Assessment system policies and procedures relating to validation are accessed and interpreted, and validation is initiated in line with organisational/legal/ethical requirements |
4.2 | Risk assessment/analysis is undertaken to determine the purpose, focus and context of validation activities | ||
4.3 | Approaches to validation are considered and determined | ||
4.4 | Participants in validation are determined and/or confirmed, and materials and resources needed for validation activities are organised | ||
4.5 | Guidance and leadership is provided to direct and support participants throughout the validation process | ||
4.6 | Validation documentation is finalised and processed in accordance with assessment system/legal/organisational procedures and presented to relevant people, within an agreed timeframe | ||
4.7 | Recommendations from validation processes are identified and forwarded to the appropriate authority | ||
5 | Manage assessment appeals | 5.1 | Assessment system policies and procedures for assessment appeals are accessed and interpreted |
5.2 | Documented appeal claims are accessed, read and interpreted | ||
5.3 | Relevant parties to the appeal are interviewed, and negotiation skills are used to achieve resolution prior to formal appeal, where appropriate | ||
5.4 | Appeal panel is constituted and a timetable is set to hear unresolved claims | ||
5.5 | Guidance and leadership are provided to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance | ||
5.6 | All documentation relevant to the appeal process is checked for accuracy and completeness | ||
5.7 | Panel decision is confirmed and recorded in accordance with organisational policy and procedures, and outcomes are communicated to the parties | ||