Assessment

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Assessment

• Using Training Packages and Assessment

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Table of Contents

• Slide 1 Training Packages
• Slide 2 Units of Competency
• Slide 3 Learning Pathway 1
• Slide 4 Learning Pathway 2
• Slide 5 Assessment
• Slide 6 Dimensions of Competence
• Slide 7 Portfolio of Evidence
• Slide 8 Self Assessment
• Slide 9 Nature of Evidence
• Slide 10 Assessment Strategies
• Slide 11 Negotiation and Agreement
• Slide 12Assessment Matrix
• Slide 13 Who Assesses?
• Slide 14 Assessment in the Workplace
• Slide 15 Workplace Protocols
• Slide 16 Effective Communication
• Slide 17 Finalisation of the Assessment Process

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Training Packages
4
Training Packages

• determine the competency outcomes Units of
  Competency

5
Training Packages

• determine the competency outcomes Units of
  Competency
• specify the qualifications which can be awarded
  National Qualifications

6
Training Packages

• determine the competency outcomes Units of
  Competency
• specify the qualifications which can be awarded
  National Qualifications
• set the guidelines for assessment Assessment
  Guidelines

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Units of competency
8
Units of competency

• unit descriptor

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Units of competency

• unit descriptor
• elements

10
Units of competency

• unit descriptor
• elements
• performance criteria

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Units of competency

• unit descriptor
• elements
• performance criteria
• range statement

12
Units of competency

• unit descriptor
• elements
• performance criteria
• range statement
• evidence guide

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Learning Pathway 1
14
Learning Pathway 1

• Specifies
• learning outcomes

15
Learning Pathway 1

• Specifies
• learning outcomes
• learning strategies and activities

16
Learning Pathway 1

• Specifies
• learning outcomes
• learning strategies and activities
• grouping and sequencing

17
Learning Pathway 1

• Specifies
• learning outcomes
• learning strategies and activities
• grouping and sequencing
• learning resources

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Learning Pathway 1

• Specifies
• learning outcomes
• learning strategies and activities
• grouping and sequencing
• learning resources
• assessment

19
Learning Pathway 1

• Specifies
• learning outcomes
• learning strategies and activities
• grouping and sequencing
• learning resources
• assessment
• guidance on evidence

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Learning Pathway 2

• requires unpacking and repacking of the Training
  Package
• negotiated
• contextualised
• appropriate balance between challenge and support

21
Assessment

• Assessment is the process of weighing evidence
  against specified criteria to reach a judgement
  as to whether or not the criteria have been
  achieved

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Dimensions of Competence
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Dimensions of Competence

• performing at an acceptable level of skill

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Dimensions of Competence

• performing at an acceptable level of skill
• organising ones work tasks appropriately

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Dimensions of Competence

• performing at an acceptable level of skill
• organising ones work tasks appropriately
• reacting and responding when things go wrong or
  are not routine

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Dimensions of Competence

• performing at an acceptable level of skill
• organising ones work tasks appropriately
• reacting and responding when things go wrong or
  are not routine
• fulfilling a role in the scheme of things at work

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Dimensions of Competence

• performing at an acceptable level of skill
• organising ones work tasks appropriately
• reacting and responding when things go wrong or
  are not routine
• fulfilling a role in the scheme of things at work
• transferring knowledge and skills to new
  situations

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Portfolio of Evidence
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Portfolio of Evidence

• performance evidence

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Portfolio of Evidence

• performance evidence
• knowledge evidence

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Portfolio of Evidence

• performance evidence
• knowledge evidence
• evidence from previous achievements

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Portfolio of Evidence

• performance evidence
• knowledge evidence
• evidence from previous achievements
• Assessees responsibility to
• collect
• collate
• explain

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Self-Assessment

• Informed judgement as
• to

34
Self-Assessment

• Informed judgement as
• to
• readiness for assessment

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Self-Assessment

• Informed judgement as
• to
• readiness for assessment
• appropriateness of evidence

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Self-Assessment

• Informed judgement as
• to
• readiness for assessment
• appropriateness of evidence
• sufficiency of evidence

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Self-Assessment

• Informed judgement as
• to
• readiness for assessment
• appropriateness of evidence
• sufficiency of evidence
• validity of evidence

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Nature of Evidence

• Nature, collection and presentation of evidence
  must be negotiated and collaborative decision
• Learner/assessee must be an active participant in
  the assessment process

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Nature of Evidence

• Nature, collection and presentation of evidence
  must be negotiated and collaborative decision
• Learner/assessee must be an active participant in
  the assessment process

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Nature of Evidence

• Nature, collection and presentation of evidence
  must be negotiated and collaborative decision
• Learner/assessee must be an active participant in
  the assessment process

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Assessment Strategies
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Assessment Strategies

• workplace observation

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Assessment Strategies

• workplace observation
• oral questioning

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Assessment Strategies

• workplace observation
• oral questioning
• short answer questions in written or oral form

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Assessment Strategies

• workplace observation
• oral questioning
• short answer questions in written or oral form
• products or service evaluation

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Assessment Strategies

• workplace observation
• oral questioning
• short answer questions in written or oral form
• products or service evaluation
• third person reporting

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Assessment Strategies

• workplace observation
• oral questioning
• short answer questions in written or oral form
• products or service evaluation
• third person reporting
• case studies

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Assessment Strategies

• workplace observation
• oral questioning
• short answer questions in written or oral form
• products or service evaluation
• third person reporting
• case studies
• problem solving

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Assessment Strategies

• workplace observation
• oral questioning
• short answer questions in written or oral form
• products or service evaluation
• third person reporting
• case studies
• problem solving
• investigative projects

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Assessment Strategies

• workplace observation
• oral questioning
• short answer questions in written or oral form
• products or service evaluation
• third person reporting
• case studies
• problem solving
• investigative projects
• simulated situations or role plays

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Negotiation and Agreement
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Negotiation and Agreement

• conduct of the assessment

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Negotiation and Agreement

• conduct of the assessment
• evidence needed

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Negotiation and Agreement

• conduct of the assessment
• evidence needed
• collection and collation responsibilities

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Negotiation and Agreement

• conduct of the assessment
• evidence needed
• collection and collation responsibilities
• issues -privacy and confidentiality

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Negotiation and Agreement

• conduct of the assessment
• evidence needed
• collection and collation responsibilities
• issues -privacy and confidentiality
• enabling access for direct observation of work

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Negotiation and Agreement

• conduct of the assessment
• evidence needed
• collection and collation responsibilities
• issues -privacy and confidentiality
• enabling access for direct observation of work
• timeframe for evidence collection

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Negotiation and Agreement

• conduct of the assessment
• evidence needed
• collection and collation responsibilities
• issues -privacy and confidentiality
• enabling access for direct observation of work
• timeframe for evidence collection
• feedback process

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Negotiation and Agreement

• conduct of the assessment
• evidence needed
• collection and collation responsibilities
• issues -privacy and confidentiality
• enabling access for direct observation of work
• timeframe for evidence collection
• feedback process
• responsibilities for communication

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Assessment Matrix

• An assessment matrix is a device which provides
  an overview of how evidence will be gathered.
• Assessment matrices can be used
• when designing an assessment process
• to check effectiveness
• for integrated or holistic assessment
• when inferring assessment

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Who assesses ?
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Who assesses ?

• Assessment may be undertaken by qualified
• personnel from an appropriate RTO

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Who assesses ?

• Assessment may be undertaken by qualified
• personnel from an appropriate RTO
• personnel from the enterprise whose assessment
  decisions are then validated by the appropriate
  RTO

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Who assesses ?

• Assessment may be undertaken by qualified
• personnel from an appropriate RTO
• personnel from the enterprise whose assessment
  decisions are then validated by the appropriate
  RTO
• personnel from both the enterprise and the RTO
  working collaboratively.

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Assessment in the Workplace

• The major difference between institutional
  assessment and workplace assessment is that
  training and assessment are peripheral to the key
  functions of a workplace organisation but central
  to an institutional setting

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Workplace Protocols

• Any assessment performed in a workplace must
  value, and be contextualised to reflect
• nature
• culture
• environment
• organisation
• work practice of that workplace

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Effective Communication
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Effective Communication

• the distribution of responsibility

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Effective Communication

• the distribution of responsibility
• the conditions the RTO needs to ensure the
  quality of the assessment

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Effective Communication

• the distribution of responsibility
• the conditions the RTO needs to ensure the
  quality of the assessment
• the communication pathways and protocols

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Effective Communication

• the distribution of responsibility
• the conditions the RTO needs to ensure the
  quality of the assessment
• the communication pathways and protocols
• preparation and readiness for assessment of
  learner

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Effective Communication

• the distribution of responsibility
• the conditions the RTO needs to ensure the
  quality of the assessment
• the communication pathways and protocols
• preparation and readiness for assessment of
  learner
• access issues

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Finalisation of the Process

• Clear communication of outcomes
• two-way feedback is important
• resolution of outstanding issues
• appropriate people are thanked
• AVETMISS requirements completed.

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