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© Velg Training June 2013
Five Challenges
for Assessors
(webinar)
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About the presenter
John Dwyer is a national AQTF/VQF trainer and
consultant with experience in education spanning more
than 50 years. He brings extensive registered training
organisation (RTO) experience to Velg Training, having a
comprehensive history in developing and delivering a
range of workshops on assessment, compliance,
recognition of prior learning (RPL), moderation and
validation processes relating to AQTF/VQF compliance.
T 07 3866 0888 E [email protected] W www.velgtraining.com
John Dwyer
Consultant Velg Training
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Control panel
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Audio test
Hands up who can hear me?
Raise your hand to indicate
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POLL
Who’s online today?
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Webinar overview
• Understanding and applying the principles of assessment and the rules of evidence
1
• Defining what constitutes a “satisfactory” outcome 2
• Knowing how and why to map assessment tools 3
• Pitching assessment activities at the correct AQF level 4
• What is, and what isn’t, a reasonable adjustment to assessment processes or tools 5
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Challenge 1: Principles of assessment / Rules of evidence
The Challenge for assessors is to understand these terms
and to know how they apply to competency-based
assessment (CBA).
Principles of assessment
• Valid
• Reliable
• Flexible
• Fair
Rules of evidence
• Valid
• Authentic
• Current
• Sufficient
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Challenge 1: Principles of assessment/rules of evidence
Developing assessment
Procedures and Products (Tools)
Checking procedures during the assessment process
Reviewing assessment procedures and products
Rules of evidence are used when making judgements about evidence
Evidence is always evidence OF something.
Principles of assessment are used when you are
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Challenge 1: Principles of assessment
Principle “Test” Linked techniques
Valid Unit requirements Industry requirements Correct AQF level
Mapping Industry validation
Reliable Consistent outcomes Instructions x 2 Marking guides Version control
Flexible Variation to meet individual learner needs
Fair No bias; no disadvantage
Often work together REASONABLE ADJUSTMENT
Is the assessment process / tool:
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Challenge 1: Rules of evidence
Is the evidence:
Quality of the
evidence
Quantity of the
evidence
Rule “Test”
Valid Is it evidence of what it claims to be evidence of?
Authentic Is it the learner’s own work? Can the learner show involvement with it? Is it “real”?
Current Does the evidence reflect current industry practice?
Sufficient Is there enough evidence to make a judgement?
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Challenge 1: Principles of assessment / Rules of evidence
Principle of assessment
VALID
Rule of evidence
VALID
Are they the same?
Focus: Assessment Procedure or Tool - 3 Tests
Unit requirements (content) Industry requirements (face) Correct AQF level (construct)
Focus: Evidence Is this piece of evidence
actually evidence OF what it claims to be and does it relate
to the unit being assessed?
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POLL
Which principle of assessment are these statements referring to?
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Challenge 2: Defining “satisfactory” outcomes
The challenge for assessors is to decide what is a
“satisfactory” outcome.
What is the difference between a
“satisfactory” outcome and a “competent”
outcome?
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Challenge 2: Defining “satisfactory” outcomes
CBA requires a “satisfactory” outcome for each assessment item?
1. Does this mean 100%?
2. What is the difference between norm-based assessment and competency-based assessment (CBA)?
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Audience chat
Raise your hand to speak if you have a microphone
Or type your comments in the chat window
Would you like to respond? Difference between norm-based assessment and CBA?
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Challenge 2: Defining “satisfactory” outcomes
How DO you determine a satisfactory outcome?
Marking guides
Benchmark criteria
Dealing with incomplete answers
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Challenge 3: Mapping assessment tools
The challenge for assessors is to know why mapping is important and how to do
it.
WHY?
It is an important means of validating assessment tools. (Content validity)
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Challenge 3: Mapping assessment tools
HOW?
Go for detail rather than generalisation!
Map against: • performance criteria • required knowledge and skills • critical aspects of evidence
for assessment
Performance criteria Q & A Obs.
1.1 Report relevant information … 3, 4 1, 4
1.2 Demonstrate … 2
1.3 Administer and report … 1, 5
1.4 Ensure information is … 2
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Audience Question
Do you have to map your
assessment tools?
Raise your hand to indicate, “Yes”.
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Audience chat
Raise your hand to speak if you have a microphone
Or type your comments in the chat window
Would you like to comment?
Do you have to map your assessment tools?
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Challenge 4: Pitching assessment tools at the correct AQF level
The challenge for assessors is to pitch assessment tools at the correct AQF level.
This is another “test” of the validity of an assessment tool. (Construct validity)
• AQF level applies to a qualification. • The AQF level of a unit is determined by the first
qualification in which it appears. • This AQF level is retained if the unit is included in
a higher or lower qualification
BSBCMM401A MEM11.7AA
What do you think about this?
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Australian Qualifications Framework (AQF) – January 2013
Challenge 4: Pitching assessment tools at the correct AQF level
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Australian Qualifications Framework (AQF) – January 2013
Challenge 4: Pitching assessment tools at the correct AQF level
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Significance of Verbs – AQF Levels 1 and 2
Verbs such as: • tell • list • describe • relate • locate • write • find • state • name
NOT: • analyse • distinguish • examine • compare • contrast • investigate • categorise • identify
This tests the (construct) validity of the assessment tools
Challenge 4: Pitching assessment tools at the correct AQF level
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Challenge 4: Pitching assessment tools at the correct AQF level
Compare: Use the internet to find out some
information about “jazz”
and
Use the internet to research the topic “jazz”.
Verbs? Vocabulary?
Assessors also need to think about the LL&N demands of the assessment tools they create.
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Challenge 5: Understanding and applying “reasonable adjustment”
The challenge for assessors is to understand
“reasonable adjustment” and to apply it appropriately.
“Reasonable adjustment” is linked to which principle of assessment?
What sorts of adjustment and what makes these adjustments “reasonable”?
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Raise your hand to speak if you have a
microphone
Or type your comments in
the chat window
Would you like to comment?
What “reasonable adjustment” strategies do you use?
Challenge 5: Understanding and applying “reasonable adjustment”
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What we covered
• Understanding and applying the principles of assessment and the rules of evidence
1
• Defining what constitutes a “satisfactory” outcome 2
• Knowing how and why to map assessment tools 3
• Pitching assessment activities at the correct AQF level 4
• What is, and what isn’t, a reasonable adjustment to assessment processes or tools 5
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POLL
What are your next steps?
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What happens now?
You will receive an email that will include: A Statement of Attendance Feedback survey PowerPoint 2 week access to the recording of the webinar
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15 more minutes to respond to any questions
you might have – type them into your
CHAT window
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John Dwyer Consultant Velg Training
E [email protected] W www.velgtraining.com
Thank you for your company