© Velg Training June 2013

Five Challenges

for Assessors

(webinar)

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 john@velgtraining.com W www.velgtraining.com

John Dwyer

Consultant Velg Training

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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

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

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

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:

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?

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?

POLL

Which principle of assessment are these statements referring to?

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?

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)?

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?

Challenge 2: Defining “satisfactory” outcomes

How DO you determine a satisfactory outcome?

Marking guides

Benchmark criteria

Dealing with incomplete answers

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)

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

Audience Question

Do you have to map your

assessment tools?

Raise your hand to indicate, “Yes”.

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?

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?

Australian Qualifications Framework (AQF) – January 2013

Challenge 4: Pitching assessment tools at the correct AQF level

Australian Qualifications Framework (AQF) – January 2013

Challenge 4: Pitching assessment tools at the correct AQF level

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

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.

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”?

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”

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

POLL

What are your next steps?

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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The webinar will remain open for

15 more minutes to respond to any questions

you might have – type them into your

CHAT window

John Dwyer Consultant Velg Training

E john@velgtraining.com W www.velgtraining.com

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