DESIGNING
ASSESSMENT RESOURCES
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Assessment resources provide a means of collecting the evidence
that assessors use in making judgements about whether candidates
have achieved competency. In some cases, assessors may use prepared
assessment materials, such as those specifically developed support
materials for this training package, or assessors may develop
their own assessment materials to meet the needs of their clients.
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If using prepared materials, assessors should ensure that
the materials are benchmarked against the current version of
the relevant unit[s] of competency. One way of ensuring the
relevance of prepared materials is to check that the materials
are listed on the National Training Information Service (http://www.ntis.gov.au).
This lists “noted” materials which have met quality
criteria as determined by ANTA. However, training organisations
can develop materials to meet the training/assessment needs
of their clients.
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| When developing assessment materials, assessors must ensure
that: |
- materials are benchmarked against the selected unit(s)
of competency in this training package
- assessment materials are validated to ensure that assessors
can gather sufficient, valid and reliable information to
make assessment decisions against the competency standards.
- assessment materials and processes conform with the Australian
Quality Training Framework including the National Assessment
Principles. These are that:
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- endorsed industry/enterprise standards are the benchmarks
for assessment, where they exist
- assessment guidelines within endorsed training packages
provide the framework for the assessment of the units
of competence within that industry, industry sector or
enterprise
- endorsed industry/enterprise standards form the basis
of qualifications and Statements of Attainment in the
vocational education and training sector, where they exist
- assessment conducted for the purposes of national recognition
should lead to a qualification or Statement of Attainment
under the Australian Qualifications Framework
- assessment should be undertaken by, or auspiced through,
a Registered Training Organisation
- assessment for national recognition purposes shall be
conducted within a quality assurance framework
- responsibility for assessment resides with the body
that issues the qualification or Statement of Attainment
under the Australian Qualifications Framework
- assessment processes shall be valid, reliable, flexible
and fair
- assessment systems must incorporate mechanisms for recording,
storing and accessing assessment outcomes
- assessment reporting systems should indicate the Units
of Competency that the individual has attained
- assessment systems should incorporate ongoing monitoring
and review process
- assessment processes shall provide for the recognition
of prior learning regardless of where this has been acquired
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| A key reference for assessors engaged in developing assessment
materials is the Training Package for Assessment and Workplace
Training [BSZ98] and particularly the unit of competency titled
Develop Assessment Tools [BSZ507A]. There is no set format or
process for the design, production or development of assessment
materials. However, the seven-step process represented in the
following diagram is based on the unit of competency Develop
Assessment Tools [BSZ507A] and provides a general approach to
the design and development of such materials. |
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As illustrated in the preceding diagram, the process of developing
assessment materials involves seven key steps. These are:
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| 1. Select the units of competency to be assessed |
Identify the unit/s of competency in this training package
that is to be assessed. The assessment may be formative or summative
with assessment resources focussing on either a single unit
of competency or a cluster or group of related units of competency.
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| 2. Analyse the unit of competency |
| The unit of competency describes the work and the required
standards of performance. |
| Read the full unit of competency carefully and familiarise
yourself with the: |
- Unit Description – this outlines the aspect
of work to be assessed.
- Elements and Performance Criteria – these
describe the nature of the task to be assessed and the standard
of performance that is expected of the candidate.
- Range of Variables – this describes the
conditions under which the task should be able to be performed.
- Evidence Guide – this provides information
on the key tasks which the candidate must be able to do
(critical aspects of competency), the underpinning knowledge
and skills required to perform the task (underpinning knowledge
and skill) and units of competency that may be grouped for
an integrated holistic assessment (interdependent assessment
of unit).
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| Identify the key skills that the candidate will require to
perform the work activity described in the unit of competency.
These are: |
- Task Skills – these involve performing
the task to the required standard as described in the unit
of competency.
- Task Management Skills – these involve
managing a number of different tasks within the job.
- Contingency Management Skills – these involve
responding to problems, breakdowns and changes in routine.
- Job/Role Environment Skills – these involve
fulfilling the responsibilities and expectations of the
workplace.
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| 3. Identify the type and amount of evidence
to be collected |
| Prepare a list of the evidence that might be collected to
show that the candidate is able to perform the work activity
described in the unit of competency. There are three broad categories
of assessment evidence that may be used in conducting competency
assessments. These are: |
- product – this refers to an item that is constructed
or a service that is delivered.
- process - this refers to the way in which a product is
produced or achieved.
- knowledge – this refers to the information that
is required to perform the aspect of work described in the
unit(s) of competency. This may include information, knowledge
of specific laws, regulations and codes of practice and
knowledge of principles, processes and procedures.
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| Evidence should be collected through a variety of methods.
These include: |
- observation – observation of workplace activities,
demonstration of specific tasks, observation of activities
under simulated workplace conditions, observation of role
play.
- questioning – oral questioning, written tests, interviews.
- supplementary evidence – supervisor reports, employer
references, documentation about past or prior achievements,
portfolios.
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The assessor must determine the type and amount of evidence
that is required and how this will be collected.
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| 4. Plan the assessment activities |
| Prepare a brief written description of the assessment activities
that will be used to collect the required evidence. This assessment
plan should be discussed with the candidate prior to the assessment
taking place. This plan may include observation of a workplace
activity, assessment of a product or workplace process, a role-play
or simulation, questioning or some other form of evidence gathering
technique. The description does not have to be detailed but
should at least describe, in broad terms, the nature of the
activity to be undertaken. The assessment plan should detail
the: |
- type of evidence gathering e.g.: observation, questioning,
supplementary evidence
- tasks which the candidate is required to do
- location of the assessment activity i.e.: on or off the
job
- time allocated to the activity
- who will be involved in the assessment process
- any assessment considerations in regard to “reasonable
judgment’’, if appropriate, for candidates with
special needs.
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| In planning the activity consideration should be given to
using evidence gathering methods that: |
- are appropriate to the industry context
- are gender and culturally inclusive
- take into account the language, literacy and numeracy
skills of both the assessor and the candidate
- minimise the cost of assessment
- are practical in regard to safety issues and resources
required
- involve the collection of a variety of forms of evidence
- may be customised to take into account local conditions,
site requirements and enterprise specific practices
- utilise industry and enterprise reference materials, such
as standard operating procedures and Material Safety Data
Sheets
- allow for updating of evidence requirements and work practices
in line with changes to legislation, regulations and Codes
of Practice
- take account of safety considerations and the assessment
environment, especially for first time workers or for assessment
of high-risk operations or in high-risk industries.
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| 5. Prepare the assessment resources |
| Resources need to be developed to: |
- prepare the candidate
- carry out the assessment process
- record outcomes of the assessment for the candidate, assessor,
trainer and the employer.
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| The resources for the assessment process are to be developed
in accordance with the assessment plan. The assessment resources
should: |
- address the relevant unit(s) of competency
- require the candidate to demonstrate the four components
of competency
- identify the evidence requirements and evidence collection
methods
- include instructions for candidates and those involved
in administering the assessment activity
- incorporate allowable reasonable adjustments to the assessment
procedure.
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| 6. Validate the assessment resources |
The assessment resource should be piloted with a small sample
of assessors. Information gathered through this process should
be analysed and checked for ease of use, validity, reliability,
fairness and flexibility to establish any amendments that may
be required. The assessment resources are redrafted incorporating
suggested amendments as appropriate.
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| 7. Prepare the final version of the assessment
and recording resources |
The assessment resource is published in an appropriate format,
either written or electronic, and made available to assessors
within the organisation. Arrangements are put in place for the
ongoing maintenance and cyclical review of the assessment resource.
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| More detailed instructions on the design, development and
review of assessment resources may be provided in the Training
Package Support Materials that may have been developed to support
this training package. |
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