Transcript of Assessment 101 - VALA
VCAL 101Tyson McNamara t.mcnamara@boxhill.edu.au
(03) 9286 9080 0481 906 456
Youth Programs Coordinator Box Hill Institute
Teacher, VCAL Teacher, VET Trainer, Higher Ed Teacher, Content
Writer and Educational Designer, Department Compliance Adviser,
VCAL QA
Panel Member.
Presentation Notes
Please ask questions, I want this session to be all about you, so
please jump in
We should design activities, not information. When instruction is
part of the solution, we don't preach or present, Instead we let
them practice
what they need to do and draw conclusions from that experience…..
like the grown ups that they
are.
Today we will cover 3 board areas.
By the end of today you will have an understanding of what
competence is, the evidence we need to collect, how we collect it
and how to design assessment tasks
• Part 1 - Competence VS Curricular • Part 2 - Evidence • Part 3 -
Assessment Tools
Part 1 Competence VS Curricular
curriculum
The word "curriculum" comes from the Latin which means "a
race"
• So not a lot has changed, we rank, grade, mark and compare
students with each other and the winner gets a 99.9999999
• Curriculum is just like long jump. Everyone is scored and
compared against each other to find the winner
Competency Based Education
• Competency based training and assessment means that a person
(student/learner) is trained and assessed to meet the performance
and knowledge requirements to safely, effectively and consistently
complete activities to a standard that is expected.
• It embodies the ability to transfer and apply these skills and
knowledge to new situations and environments
• High Jump
Presentation Notes
We need to allow them several attempts to complete the activity and
to make sure they can repeat their performance several times. For
example, they may have "fluked" a good performance the first time
and never be able to replicate it again…..OR, they may have been
nervous and not able to complete the task the first time or to the
standard they usually achieve...
You must know what competence looks like before you develop your
assessment.
Students must know what competence looks like. Assessors must know
what competence looks like.
Competence is FIRST.
• Learning outcomes and Elements are just like a contact
• You need to take it literally and address everything it is asking
you to comply with
• If it cannot be taken literally, you need to interpret it and
justify your interpretation
Implicit or Explicit
• You need to address the implicit and explicit conditions found
within the performance criteria and other components of the unit.
Identifying these conditions is called unpacking.
• Implicit – before I can demonstrate leadership, I need to
understand what leadership is
• Explicit – take meeting minutes
Multiple Items
• In many cases, components within the UOC can refer to 1 or more
items. These are found in 2 different ways
• The use of plurals • ’And” means as well as
• For example, ‘Policies and procedures’ This means evidence must
be collected for more than one policy and more than one procedure,
making a minimum of four documents needed
Learning outcome or Element
• The purpose of the learning outcome is to provide context of how
the elements must be demonstrated.
• Learning outcomes related to each other to give you the bigger
picture
Part 2 Evidence
Evidence
• The collection of evidence is the main task of the assessor. •
Evidence must be able to be put in a box • Competency Based
Training is about the collection of evidence
proving that someone has the skills and knowledge to perform a
task.
• This means that Assessment should be written first and content
should be designed around them to support the students preparation
to undergo those assessments
Presenter
Presentation Notes
You might be able to tell me a student can do something, but that
wont hold up in court? You must show me that the student can do it.
YES an observation checklist is fine
Evidence types
• Indirect • Written question and answers • Photos • Videos
• Supplementary • Third Party Reports
• Students can either do something, produce something or explain
something.. That’s about it Practical demonstration Indirect
demonstration (video) Products Workplace documents Questions -
written and oral Assignments Third party reports (can not be the
only source of evidence) Self-assessment Simulation
Portfolios
Rules of evidence • Validity Evidence is directly related to the
competency ( Direct relationship between the assessment, the
evidence and any requirements
• Sufficiency Make enough evidence to make a valid judgement
Quantity of evidence – some might take longer or greater number of
tasks to
demonstrate competence. • Authenticity Evidence collect must belong
to the learner Must check submissions of work done outside of
direct observation
• Currency Evidence must be current and not assessed
elsewhere
Part 3 Assessment tools
What makes up an Assessment tool • Assessment task • Marking guide
• Instructions to students • Instructions to assessor • Mapping
tool
Mapping Tasks
Mapping not only shows that you have hit each element but it also
goes to show that students have competence by • More than one
method • Multiple occasions • Multiple contexts • Over a period of
time
It also helps justify your assessments
Yes you need to map employability skills
Marking guides
• You determine if a student is competent or not at the unit
level.
• Each assessment result should be either a yes it is satisfactory
(S, MR)
or no its not satisfactory (NYS, FER,) If no, students need
to
demonstrate only that skill again.
Presenter
Presentation Notes
You are asked to make a café latte for a customer. This involves
five components Grind the beans 2. Froth the milk 3. Express the
coffee 4. Combine coffee and milk in cup 5. Present to customer Now
lets say you completed steps 1 to 4 correctly, but spilled the
coffee in the customers lap as you presented it to their table!!! •
You were not really satifactory for the whole task, however you
were close! • Your trainer might ask you to do the whole thing
again or just the delivery of the coffee…
Instructions to assessors
What if you are not there • What do other teachers need to know?
How to record assessment?
Where to store it • What do other teachers need to set up?
Resources? Supplies? • What do other teachers need to look for?
Observe? Watch out for?
Instructions to the students
Assessments should not be a mystery
• How students are assessed • What they are assessed on • Where
they are assessed • When they will be assessed • Who will assess
them
Good instructions
• 15 minute presentation follow by 10 minute feedback session • All
students are expected to complete this assessment by the end of
week
5 (28th of November) • This is one of three assessments for this
unit • You must be satisfactory in all three to be marked competent
for the unit • you will deliver your presentation to other students
and your teacher
during class time in your nominated week • The presentation can be
in whatever format you deem relevant and
effective • At the end of the presentation you must seek feedback
from your audience
and answer 3 questions from your teacher
Conditions of assessment
• Is this open or closed book • Individual or group assessment •
How much assistance is allowed • How to arrange or negotiate for
any adjustments to assessments • What happened is they are deemed
not satisfactory • How they need to submit the assessment • When
they need to have it submitted by
Good Assessment Practice
• Observable skills need to be done and seen….. Not talked about •
Students must demonstrate the task, simply saying how they would do
it does not mean
they can do it
• Assessment requirements should be clearly explained, use
approprate language, grammer and spelling
• Never use the unit language in the assessment, write clearly,
coherent, concise
• Feedback • Constructive and timely feedback, never “good
job”
• Avoid true and false or multiple choice questions
What makes an Assessment student friendly
• Relevance • Realistic • Accessible and do-able • Interesting and
engaging • Good prep for employment
Principles of assessment
• Fairness Learner is aware of assessment process and requirements
If NYS do students need more training, reasonable adjustment or
just a bad time
• Flexibility Take the learning into account in assessment process
Think coffee example (many ways of making a coffee)
• Validity Demonstrations across range of environments/ situations
Assessment tasks and methods match requirements.
• Reliability Decisions consistent across different learners
(marking guides) Decision making rules are robust (no room for
personal interpretation)
Q & A
Assessment 101
curriculum
Implicit or Explicit
Mapping Tasks
Principles of assessment