Action verbs for learning outcomes€¦ · Web viewAssessment in the Polytechnic education System Framework. Definition: Assessment is the process of collecting evidence making judgements

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Assessment in the Polytechnic education System Framework

Definition:

Assessment is the process of collecting evidence making judgements on the nature and extent of progress towards the performance requirements set out in a standard, or a learning outcome, and, at the appropriate point, making the judgement as to whether competency has been achieved.

Another way of describing assessment within competency based approaches to learning is to say it is criterion referenced. This means that it measures a person’s performance or identifies their achievement in relation to criteria and not in relation to the performance of other learners to trainees.It follows from this definition that, in the context of competency based training, assessments will measure the range of knowledge and skills and their application against the standards developed by industrial parties and endorsed by the National Training Board for: A unit of competency expected in employment for a particular level of

competency; and/or. A learning outcome of a training program.

A competency based system encourages individuals to attain their full potential in that it allows them to be assessed for a particular level of competency and then to move on to achieve further competencies, should they wish to do so.

Purposes of Assessment

Assessments can be taken to:

Assist and support learning by advising the learner about the quality of performance and the learner’s rate of progress towards the achievement of the comptency standard. This is known as formative assessment;

Help learners and their supervisors determine their education and training needs. Assessment for this purpose is called diagnostic assessment;

Determine whether a unit of competency or a learning outcome has been achieved for the purpose of formal recognition of training. This kind of assessment is called summative assessment; and

Determine whether a person has achieved standards of competency which have not yet been formally assessed or recognised so that they may gain entry to or credit in recognised courses. This is assessment for the recognition of prior learning.

Forms of Assessment

There are various methods of determining learner achievement. They include:

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Observation, where a trainer and/or assessor observes a learner carrying out a particular task. The observation may be complemented by questions.

Demonstration and questioning, where the observation consists of a structured practical demonstration, and the observer/assessor can see both the process and finished product.

Pen and paper tests and essays, which are often used to measure the extent of knowledge; they may also be used to assess deductive powers or as a complement to practical demonstration.

Oral tests, which can be used as an adjunct to practical demonstration or to test speed and accuracy or recall when these are essential to development of particular elements of competency.

Project, these are used to a largely unsupervised basis, though they may in some instances involve working in groups; the completed project is used as evidance from which the assessor makes a judgment.

Simulations, including computer simulations and role playing – where actual tasks and conditions are similar to reallife situations.

Portfolios, these are useful for assessing skills achieved in the past. Work samples provide a similar source of evidence.

Computer – based assessment, which can take the form of question and answer, or be interactive, so that the assessor can seek further responses or clarifications.

The assessment method must be appopriate to the situation, the conditions and the expected performance to be assessed.

Learners should also be encouraged to use these method for self – assessment. This will assist in their learning and help them to make judgments about their readness for summative assessment.

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National Compatency Standards

Accridited course With on and off The job curriculum.

Delivery inCollege or otherProvider

Delevery inWorkplace

Delevery inWorkplace, college,

Other provider orIn combination

Assessment ofCompetency tp

StandardExpected in job

Certifications.Recording ofCompetencies

Achieved


The competency – based training system.

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BENEFITS OF ASSESSMENT BASED ON COMPETENCIES.

Assessment based on competencies has many practical applications in education and training, commerce and industry.Individuals and organisations that develop sound assessment practice will be equipped to :

Assess informal experience or overseas – based qualifications. Develop career paths for staff. Enable entry to and / or progression within a course based on performance. Plan vocational education, training and development program Evalute whether courses meet needs. Evalute personal competencies. Improve the quality of the learning in existing courses so that they better

meet the needs of learners and graduates. Implement assessment systems that they will encourage learnes to view the

assessment process as a rewarding learning experience. ANALYSE THE EVIDENCE IN TERMS OF WHETHER IT IS :

VALIDACCURATECONSISTANTSUFFICIENTCURRENTAUTHENTIC

Some assessment terms

Authenticity ‘Ownership’ of the evidence. It is important to be sure that evidence submitted for assessment belongs to the candidate

Currency Recency of the evidence.Sometimes evidence of achievementIs too old to be of any value.

Reability The results of a particular test are consistent irrespective of who does the assessment is conducted.

Validity The test assesses what it claim to assess.

Cost effectiveness Balance between ideal method of assessment and cost.

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EXAMPLES OF ASSESSMENT

EXAMPLE ASSESSMENTTECNIQUE

Drivers’ licence Written test / Practical test

Probationary On – the – jobemployment

Year 12 Written testsexaminitions

Wine tasting Practical

Job interview Oral

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TECHNIQUEFOR THEASSESSMENT OF COMPETENCE

FORM PRACTICAL KNOWLEDGEOF PERFORMANCE ( recall of facts egASSESS ( Involves assessment problem – solving )

of process and product)

AT WORK SIMULATED WRITTEN ORAL ( paper or computer based)

SUITABLEASSESSMENTINSTRUMENT

Note: Oral questions can also be used in conjunction with practical performance tests.

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Directobservation usingchecklist

Practical ( Using Checklist)

Direct observation using checklist

Practical (Using checklist)

Project Assignment Role play

Multiple choice

Short answer

Assignment Project Essay

Oral questions

Role play Interview


Marching task to be assessed wim appropriate Technique

EXAMPLE WELDING ASSESSMENTCHOSEN

Welds a trailer frame unit in a factory Work

Welds a trailer frame unit a skill center Simulated work

Welds pieces of plate which are part of ajob Practical exercise

Explains in writing the OH&S requirements

for a selection of welding procesess

Project assignment

Explains orally which gases are used to

weld which metals and why

Oral

Answers questions in writing to explain

why certain combinations of gases can be

dangerous when welding

Written

Repairs broken weld on dragline bucket Work

8. Example of assessment methods

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adapted from The National Certificate guidelines for module writers Scotvec, September, 1989

Alternative response

The student is presented with statement and two possible responses from which the correct one must be selected.

Assertion and reason

Consists of a statement and possible explaination. The student in then faced with deciding whether the statement and the reason are individually true and whether the explanation is a valid reason for the assertion.

Assissment

Based on a problem solving exercise or mini project which has clear guidelines and is of specified length. An assignment is more structured and less open-ended than a project.

Aural and oral

Provides opportunities for displaying problem solving and decision-making skills in a simulated context.

Checklist

A list of criteria against which student performance will be judged. Checklists can be used in conjunction with most assessment methods.

Closed book

A term used to describe any activity where the recall of factual information is important and access to reference material is excluded.

Completion

The student is required to supply the word(s) which complete a given statement.

Extended response

Commonly known as an essay, this instrument of assessment is this most open-ended type of written assessment.

Free response

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A term used to classify written assessment instruments which allow a discursive response.

Grid questions which the student answers by selecting the correct response(s) from those presented in an accompanying grid.

Log book

Involves students and supervisors keeping a record of the students’ progress or performance.

Matching

Two lists a set of statements and a set of responses. The student is required to record which response matches each of the statements.

Multiple choice

A question or incomplete statement followed by four or five options from which the student selects the correct one.

Multiple response

A variant of multiple choice where there is more than one correct response.

Objective test

A term used to classify written instruments of assessment in which the response is predetermined and short enough to eliminate the need for the marker’s subjective judgement.

Open book

A term used to describe any activity in which students have access to a specified range of reference material. As an assessment mode, it removes the need for rote learning.

Personeal interview

Elicits information directly from students.

Practical exercise

A form of assessment which presents the student with the opportunity of displaying practical skills which may involve carrying out a specified task or procedure or the production of an artefact.

Project

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Any exercise or investigation in which the time restraints have been relaxed. A project generally requires a significant part of the work being carreied out without close supervision and usually involves the completion of a project report.

Questionnaire

Assessment based on a structured written interview.

Restricted response

Provides scope for responses that are more discrusive than short answer but less open-ended than the extended response variety.

Role play

Presents the opportunity of displaying behavioural and interpersonal skills in a simulated context. Debriefing following a role play enables analysis of students knowledge and critical thinking skills. Role play exercises are more open-ended and person-centred than simulations.

Self report

A term used to classify any form of assessment in which students generate the evidence of their performance, progress, experiences, attitudes, and personal feelings.

Short answer

A question with a predetermined answer of no more than a few words.

Simulation

Any structured assessment exercise involving the organisation and achievement of a specific task which is resource based and which seeks to simulate real life situations.

Structured question

A diagram, a paragraph of text, a picture etc followed by a number of related questions.

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Assessment venue

Workplace Skill centre/training room

Advantages Real situation/conditions Equipment/materials readily

available Easier to set up assessment

Advantages Can control conditions (reliable) No distractions Can set up assessment at a pre-arranged

Time Can conduct task more slowly for close

Observation

Disadvantages Distractions (eg co-workers) Time pressures (eg to complete

a task) Uncontrollable variables

(eg customer reactions) Noise levels Assessment has to wait for

Situation to arise May be affected by weather

(if outdoor)

Disadvantages Artificial-cannot simulate real

Contingencies/problems/workplacedemands

Candidate may not be nervous in Simulated situation but would be in a Real situation-eg dealing with a customer Time

Learning Outcomes On completion of this module the learner will be able to:

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Learning Outcome 1 Outline the basic operating principles of three phase induction motor opreation and determine winding details, synchronous speed, rotor frequency, torque, speed air gap power and rotor impedance.

Assesment criteria 1.1 State the necessary conditions to produce a rotating magnetic field from stationary coils enegised witj an AC supply.

1.2 Calculate the synchronous speed of the rotating magnetic field given the supply frequency and number of poles.

1.3 Determine the volts per turn, pitch and breadth factors given the desired value of stator flux density.

1.4 Determine the rotor impedance, current and power factor at a given value of slip.

1.5 Calculate the rotor frequency given a value of supply frequency and slip.

1.6 Determine the slip for wich maximum torque occurs.

1.7 Perform calculations using the relationship between air-gap power, losses, gross and net torque.

Conditions The learning environment will include a machines test laboratory.

Assessment methods Assignments, short answers, calculations.

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Learning Outcome 2 Perform the necessary tests to determine the approximate equivalent circuit values of a three phase induction motor, predict the motor performance by calculation and confirm the predications by measurements.

Assesment criteria 2.1 Perform a no-load test, resistance test & a locked rotor test by correctly choosing appropriate instruments, and by correctly connecting and handling the instruments and demonstrating safe working practice.

2.2 Calculate the equivalent circuit component values from the no-load & locked rotor test results.

2.3 Calculate the torque, line current, power, power factor, slip and efficiency for the motor from the equivalent circuit parameters for a given condition of load.

2.4 Verify the predicated motor performance at a given condition of load by performing a speed regulation test, losses test and a load test with the motor mounted on a dynamometer.Demonstrate the appropriate choice of instruments, correct connections, correct instrument handling procedures and safe working practice.

Conditions The learning environment will include a test laboratory.

Assessment Methods Theory (short answers and calculations), reports and a practical test.

Learning Outcome 3 Outline the factors influencing the selection of three phase induction motor starters and braking circuits.

Assessment criteria 3.1 List the supply authorities rules regarding the limitations of direct on line starting of induction motors.

3.2 Contrast the performance of the various reduced voltage motor starting techniques in terms of cost, starting current reduction and starting torque reduction. The starters to be analysed are: star-delta, primary impedance (including liquid resistors), auto-transformers and electronic “soft-start”.

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3.3 Draw the power and control circuity for the various types of induction motor starters including open and closed transition.

3.4 Contrast the starting techniques used for a slip ring motor with a squirrel cage motor.

3.5 State the applications where a slip ring motor may be used.

3.6 List the advantages and disadvantages of the two types of motors.

3.7 Draw the schematic diagrams for the various types of induction motor braking circuits and state the applications for each method of control.


Assessment methods Short answers, diagrams, calculations.Assignments

Learning Outcome 4 Outline the basic operating principles of three phase synchronous motors, perform the necessary tests to determine the equivalent circuit values, predict the motor performance by calculation and confirm the predictions by measurements.

Assessment criteria 4.1 Perform measurements to obtain the synchronous impedance of a synchronous motor. Choosing appropriate instruments, correctly connecting and handle the instruments, and demonstrating safe working practice.

4.2 Describe, with the aid of sketches, the various techniques currently used in industry, to exite synchronous motors.

4.3 Contrast the difference in performance between synchronous motors fitted with cylindrical rotors and salient pole rotors.

4.4 Predict the values of power, stator current, power factor and load angle for specified values of torque and excitation given the synchronous impedance and excitation values.

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4.5 Validate predictions with appropriate measurements using a synchronous motor mounted on a dynamometer, choosing appropriate instruments, correctly connecting and handling the instruments, and demonstrating safe working practice.

4.6 Describe the causes of hunting in a synchronous motor and the limits for stable operation.

4.7 Calculate the operating conditions for the addition of synchronous motors to an existing industrial load for power factor correction applications.

Conditions The learning environment will include a test laboratory.

Assessment methods Reports, short answers, diagrams and calculations.

Learning Outcome 5 Outline the factors influencing the selection of three phase synchronous motor starters and braking circuits.

Assessment criteria 5.1 Draw the power and control circuity for starting synchronous motors with and without an induction rotor winding.

5.2 Contrast the starting techniques used for synchronous motors with induction motors.

5.3 List the advantages and disadvantages of synchronous motors compared with induction motors.

5.4 Draw the power and control circuity for the various types of synchronous motor braking circuits and state the applications for each method.


Assessment methods Assignments, short answers, diagrams.

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Learning Outcome 6 Outline the basic operating principles of single phase induction motors, perform the necessary tests to determine the equivalent circuit values, and predict the motor performance by calculation.

Assessment criteria 6.1 Describe the operation of a single phase induction motor using either the counter rotating field theory or the cross field theory.

6.2 Calculate the optimum value of impedence for the auxiliary winding or the appropriate capacitor size for maximum starting torque or the maximum ratio of starting torque to starting current.

6.3 Perform a no-load test and a locked rotor test by correctly choosing appropriate instruments, and by correctly connecting and handling the instruments and demonstrating safe working practice.

6.4 Calculate the approximate equivalent circuit component values from the no-load & locked rotor test results.

6.5 Calculate the torque, current, power, power factor, slip and efficiency for the motor from the equivalent circuit parameters, or the current locus diagram for a given condition of load.


Assessment methods Assignments, calculations, short answers.

Learning Outcome 7 Describe the construction, operation and application of the various types of fractional kilowatt motors.

Assessment criteria 7.1 Describe the construction, of the following types of fractional kilowatt motors: Shaded Pole, Reluctance, Hysteresis, Universals.

7.2 Describe the operation of the following types of fractional kilowatt motors: Shaded Pole, Reluctance, Hysteresis and Universal.

7.3 Describe the operation of the following types of fractional kilowatt motors: Shaded Pole, Reluctance, Hysteresis and Universal.

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Assessment criteria Assignments, short answers.

Learning Outcome 8 Estimate the acceleration time of a given motor/load combination.

Assessment criteria 8.1 Calculate the reflected inertia and torque that occurs through a gearbox given the speed reduction ratio and mechanical efficiency.

8.2 Estimate the acceleration or deceleration time (by graphical or other means), given the speed/torque characteristic for both a motor and a load, and the total moment of inertia.


Assessment methods Assignments, calculations.

Learning Outcome 9 Estimate the size of a motor subjected to a cyclic loading using the RMS method.

Assessment criteria 9.1 Estimate the required rating of a motor subjected to a cyclic varying load with regard to winding temperature and peak torque capability where the cycle consists of both forward and braking power in discreet power steps, linear power ramps and periods where the rotor is stationary.


Assissment methods Assignments, calculations, short answers.

Suggested LearningResources Physical resources

A properly equipped machines laboratory containing a range of machines and suitable control equipment and instrumentation, will be required for the teaching of this module.

Texts/referencesHubert, C.I. Electrical Machines, Merrill, 1991. ISBN 0-675-21136-0.

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Richardson, D. & Caisse, A. Rotating Electric Machinery and Transformer Technology. (3 Ed.) Prentice Hall, 1987.

Session 8.1 – 8.4MODULE INFORMATION

CONTOH-CONTOH & LATIHAN:

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Action verbs for learning outcomes€¦ · Web viewAssessment in the Polytechnic education System Framework. Definition: Assessment is the process of collecting evidence making judgements