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 TAEASS505, '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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Develop and extend assessment expertise | 1.1 Access, read and analyse current research on assessment and incorporate into own practice 1.2 Source and access opportunities to extend assessment experience and expertise and incorporate new knowledge and skill into own assessment practice |
2. Lead assessment activities | 2.1 Develop and confirm assessment strategies in assessment only pathways 2.2 Discuss and confirm roles, responsibilities and accountabilities of relevant persons 2.3 Confirm and document system and organisational requirements relating to the competence of assessors 2.4 Initiate and develop, where required, partnership arrangements setting out identified roles, responsibilities and services to be provided 2.5 Establish and maintain strategies for communication and networking with and between assessors 2.6 Use leadership skills to provide clear direction, advice and support to assessors 2.7 Identify professional development needs and opportunities for assessors and make recommendations to relevant personnel |
3. Monitor assessment practice | 3.1 Monitor how effectively client/candidate needs are being met 3.2 Monitor how effectively and accurately the designated competency standards are being interpreted by assessors as the benchmarks for assessment 3.3 Monitor how the principles of assessment are being applied in assessment practice 3.4 Monitor assessors’ application of assessment methods and assessment tools 3.5 Monitor how the rules of evidence are being applied in gathering evidence 3.6 Monitor whether assessment is being conducted in accord with the policies and procedures of the organisation’s assessment system 3.7 Monitor whether organisational/legal/ethical requirements are being met 3.8 Apply individual facilitation techniques to guide and support assessors as they work and to improve assessment practice |
4. Coordinate assessment validation activities | 4.1 Access and interpret assessment system policies and procedures relating to validation, and initiate validation in line with organisational/legal/ethical requirements 4.2 Undertake risk assessment/analysis to determine the purpose, focus and context of validation activities 4.3 Consider and determine approaches to validation 4.4 Determine and/or confirm participants in validation, and organise materials and resources needed for validation activities 4.5 Provide guidance and leadership to direct and support participants throughout the validation process 4.6 Finalise and process validation documentation in accordance with assessment system/legal/organisational procedures and present to relevant people, within an agreed timeframe 4.7 Identify recommendations from validation processes and forward to the appropriate authority |
5. Manage assessment appeals | 5.1 Access and interpret assessment system policies and procedures for assessment appeals 5.2 Access, read and interpret documented appeal claims 5.3 Interview relevant parties to the appeal and use negotiation skills to achieve resolution prior to formal appeal, where appropriate 5.4 Constitute appeal panel and set a timetable to hear unresolved claims 5.5 Provide guidance and leadership to panel members and other parties during the appeal process to ensure fairness, equity, verity and relevance 5.6 Check all documentation relevant to the appeal process for accuracy and completeness 5.7 Confirm and record panel decision in accordance with organisational policy and procedures and communicate outcomes to the parties |