Assessment 101 - VALA
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Assessment 101 Design and develop assessment tools for VCAL
Transcript of Assessment 101 - VALA
VCAL 101Tyson McNamara [email protected]
(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
(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
