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 TAACMQ503B, 'Lead and conduct training and/or assessment evaluations'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lead and conduct training and/or assessment evaluations' 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 the basis for the evaluation | 1.1 | The purpose, objectives and scope of the evaluation are determined and confirmed with relevant persons |
1.2 | Previous relevant evaluations are accessed and reviewed, where appropriate | ||
1.3 | Relevant framework and criteria for conducting the evaluation are identified and interpreted | ||
1.4 | Appropriate evaluation models/methods are considered and selected in accordance with purpose, scope and operating context, and appropriate instruments are developed | ||
2 | Plan evaluation of training and/or assessment services/system | 2.1 | Specific organisational documentation/information required for the evaluation is sourced and collated |
2.2 | Persons to be involved in the evaluation process are determined, consulted and roles and responsibilities are confirmed | ||
2.3 | Resources to perform the evaluation are determined | ||
2.4 | A schedule is drawn up outlining timing of the evaluation process | ||
2.5 | A communication strategy is developed to inform all parties impacted by the evaluation | ||
2.6 | A risk analysis of factors/issues impacting on evaluation process/outcomes is undertaken | ||
2.7 | An evaluation plan is written, documented and approved by relevant personnel, where required | ||
3 | Conduct evaluation of training and/or assessment services/systems | 3.1 | Specific organisational documentation/ information relevant to the evaluation focus is analysed in accordance with evaluation criteria, and key points are noted |
3.2 | Relevant persons are interviewed using interview skills/questioning techniques to clarify points and to obtain further relevant information | ||
3.3 | Training and/or assessment processes and operating systems are observed to confirm documentary and interview-based evaluation evidence | ||
3.4 | Communication and interpersonal skills are used to maintain a professional focus | ||
3.5 | Records and notes of all evaluation proceedings are documented | ||
4 | Determine and report evaluation outcomes | 4.1 | Records/notes of evaluation process are analysed and information is synthesised to provide the basis for determining evaluation outcomes |
4.2 | Identified issues are considered and further information is collected, where required | ||
4.3 | Evaluation outcomes are determined | ||
4.4 | Final report is prepared and filed in accordance with evaluation policy and procedures | ||
4.5 | Results of the evaluation outcomes are communicated to the target audience in a systematic and timely manner | ||
4.6 | Follow-up actions are instigated, where relevant | ||