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 TAEASS402, 'Assess competence'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Assess competence' 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 describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Prepare for the assessment
1.1 Interpret assessment planning documentation and applicable organisational, legal and ethical requirements for conducting the assessment and confirm with the relevant people
1.2 Access and interpret units of competency that are to be used as benchmarks for assessment, and the nominated assessment tools, to confirm the requirements for the evidence to be collected
1.3 Determine opportunities for integrated assessment activities and document any changes to the assessment instruments, where required
1.4 Determine opportunities for evidence-gathering in actual or simulated activities, through consultation with the candidate and relevant personnel
1.5 Conduct a candidate briefing and explain, discuss and agree on the details of the planned assessment
1.6 Arrange identified material and physical resource requirements
1.7 Identify any specialist support requirements for the assessment, and organise if necessary
2. Gather quality evidence
2.1 Use agreed assessment methods and tools to gather, organise and document evidence in a format suitable for determining competence
2.2 Apply the principles of assessment and rules of evidence in gathering quality evidence
3. Support the candidate
3.1 Discuss and guide candidates in gathering their own evidence to support the recognition of prior learning (RPL)
3.2 Use appropriate communication and interpersonal skills to develop a professional relationship with the candidate that reflects sensitivity to individual differences and enables two-way feedback
3.3 Make decisions on reasonable adjustments with the candidate, based on the candidateâ€™s needs and characteristics
3.4 Access specialist support, if required, in accordance with the assessment plan
3.5 Address any workplace health and safety (WHS) risk to a person or equipment immediately
4. Make the assessment decision
4.1 Assess the collected evidence, and to evaluate whether it reflects the evidence required to demonstrate competence
4.2 Use judgement to infer whether competence has been demonstrated, based on the available evidence
4.3 Make the assessment decision in line with agreed assessment procedures and according to the agreed assessment plan
4.4 Provide clear and constructive feedback to the candidate regarding the assessment decision, and clearly document follow-up, if required
5. Record and report the assessment decision
5.1 Record assessment outcomes promptly and accurately
5.2 Complete and submit required assessment documentation, according to assessment procedures and confidentiality conventions
5.3 Inform other relevant parties of the assessment decision, according to confidentiality conventions
6. Review the assessment process
6.1 Review the assessment process in consultation with candidates and other relevant people to improve future practice
6.2 Document and record the review according to relevant assessment system policies and procedures