Managing Assessment Items and Presenting Suitable Assessment Evidence
It is essential for you to have a full understanding of each of the assessment types and criteria required for your course. These are identified clearly in subject guides provided to you upon enrolment. Note that you need to demonstrate competency in each of the prescribed assessment items by supplying evidence of your knowledge and skills through the range of assessment items over time, to ultimately demonstrate your competency. In general the following guidelines apply for each of the assessment criteria.
This form of assessment tool requires you to demonstrate your ability to research the topic and present information across a range of units. If your project does not address the full criteria of the task requested of you, you cannot achieve competency in anyunit which is mapped to the project.
Project Marking Criteria
For all subjects, unless otherwise specified, the submitted project work must be typed and submitted with the official cover sheet for the subject. Your projects will be assessed will be assessed in accordance to the criteria prescribed in the subject assessments.
Practical Demonstrations (PD)
Many disciplines require the satisfactory demonstration of routine procedures and techniques which may involve various elements of prior knowledge, psychomotor skills (for example, manual dexterity), communication skills (for example, asking the right questions) and attitudinal factors (for example, exercising due care). Typically, these abilities are assessed by:
· demonstrations, which are commonly facilitated as a means of establishing competence in procedures and techniques
· role plays, which may be appropriate in more complex demonstrations, involving interactions, such as the receptionist/guest or manager/employee relationships
· video assessments which may be appropriate for demonstrating competence.
Practical Demonstrations are also one of the most reliable forms of evidence in collecting evidence of competency. A practical demonstration may be either institutional based or work based, however in either case the skills to be demonstrated must be viewed directly by an assessor. In order to ensure consistency, the practical demonstration ofskills must be matched against a prescribed checklist. You may also be required to undertake a practical demonstration in a simulated environment using a role-play designed or scripted to provide the assessor a viewing of your skill.
You will also be required to demonstrate a task or skill on more than one occasion so usually where thisform of assessment is used it is conducted over a time period in order to be considered a reliable source of evidence and avoid situations where you may chance a skill on a single occasion.
Knowledge Based Tests (KBT)
One of the most widely understood forms of assessment and also sometimes referred to as exams or tests. In this instance your assessment is based on completing a set questionnaire in a given time. The questions are designed to gain a direct insight of the knowledge that you have and are required to demonstrate for that subject or group of unitscontained within the paper.
It is important that you address all of the questions in each KBT. Where you are not able to accurately do this, and there is some doubt in the assessor’s mind of your knowledge of the subject or topic, you may be required to attend either a further / new KBT, or a verbal assessment. Verbal assessments are conducted on an individual basis with your trainer. The verbal assessment will take place where there are simple errors or misunderstandings of the topic to no greater than 10% of the total paper.
Case Studies (CS)
This assessment style requires you to review actual cases and solve problems to demonstrate your knowledge and/or skill in a given task. Solving problems and presenting your solutions forms an important part of your learning. You should also be able to discuss your solutions and their usefulness or otherwise in words. Here are some suggestions for solving problems and presenting your solutions:
· Read the problem through to become familiar with the content and the situation.
· Think about what is to be done and select the information needed.
· Plan the solution, considering any alternatives.
· Prepare your solution.
· Review your solution; You should be able to interpret the results of your calculations.
· For your assessment items, start each problem on a new page. Leave space for the assessors comments and corrections.
· Remember words like “increased” or “good” are often relative to some criteria that must be clarified in your answers.
Check Points (C)
This assessment style requires you to continually review your knowledge and skill throughout most topics. Check Points allow you to demonstrate your understanding of the key components ofeach topic on a continua basis with each of the Checkpoint assessments being submitted as a formal part of the subject assessment.
It is important to note that the Checkpoints usually form part of the Required Textbook and therefore it is really important that you purchase this text book in order to be able to follow each of the chapters and topics as planned by your trainer.
A portfolio approach to evidence collection involves the collection of a variety of evidence of competence into a structured format for assessment. Evidence is collected by you and collated, (usually into a file) indexed and mapped to the performance criteria, range statements, critical evidence and underpinning knowledge of the subject / units.
Ideally you should also provide some linking statement to demonstrate to your assessor your understanding of the requirements of the unit and how your evidence demonstrates this. Providing evidence in a structured and integrated portfolio enables your assessor to assess all of the evidence provided in your portfolio against the criteria and to make a valid, fair and reliable judgment about your competency and the sufficiency of the evidence which is contained in the portfolio.
A portfolio of evidence may contain a mixture of evidence types from those above (including that generated by tailored assessment tasks). The mix of evidence will vary from learner to learner although in the context of Training Packages some evidence forms may be obligatory as critical aspects of evidence specified within the package.
Preparation of assessment work required
As you work through your subject, your trainer will provide you with materials and information to complete your assessment work. You are provided the opportunity to submit your work during class to obtain progressive feedback from your trainer, prior to assessment date. At the end of delivery of the subject, you will need to compile your work in sequential order and submit to reception.
Presenting your work for assessment:
When submitting your work for assessment, you will need to ensure you have addressed the following:
· Cover page
· Content pages
· Appendix and supporting material attached.
· All pages of your work include a footer, which displays your surname and page numbers.
· All pages need to be submitted in order.
· Entire work is stapled together.
· Entire work is hole-punched.
Submitting you project
The submission date for your assessment will be listed in your class timetable. Your work must be presented with the final cover sheet and lodged with reception by no later than 17:00 of the due date. The receptionist or member of the Student Services team will give you a receipt as proof of lodgement foryour records.
Extension of due date
You may apply for an extension with your trainer. You will need to complete a request for extension and give it to your trainer. The Head of Department will consider your request and advise your trainer if your request has been granted or declined. A seven-day extension is the maximum length of time granted for an extension.
Failure to submit your project on time
If you fail to submit your assignment by the due date, you will need to apply at Student Services for re-assessment.
Plagiarism is defined as reproduction and presentation of the work of others without acknowledgement and includes copying (in whole or in part) the work or data of other persons, or presenting substantial extracts from books, articles, theses, the internet, computer software, trainer notes, assignment or tapes, without due acknowledgement.
All forms of plagiarism and unauthorised collusions are regarded as a serious offence and could result in penalties, including you being deemed not competent in this subject and possible disciplinary action. Please refer to the current student handbook for further information or consult with your trainer.
Competency is a broad concept that describes a person’s ability in a range of areas. It covers:
· Task skills (performing individual tasks)
· Task management skills (managing a number of difference tasks within the job)
· Contingency management skills (responding to problems, breakdowns and changes in routine)
· Work environment skills (dealing with responsibilities and expectations of the workplace).
Competency Based Training
Training aimed at providing learners with the skills, knowledge and understanding to demonstrate competence against standards, usually nationally endorsed Industry Competency Standards.
Competency Based Assessment
In the vocational education system assessment is defined as the process of collecting suitable evidence allowing your assessor to make judgements on whether your level of competence in performing a particular skill or the required underpinning knowledge has been achieved and can be demonstrated to the prescribed standards.
When undertaking assessment, your trainer who is also a qualified assessor will work with you to collect evidence of your work performance using the competency standards as benchmarks. Competency based assessment is generally activity-based and practical. However, competency also means that you should display an understanding of the knowledge that underpins the performance of the task.
You will be considered to be competent when you are able to apply your knowledge and skills to successfully complete work activities in a range of situations and environments, in accordance with the standard or performance expected in the workplace. If you are judged to be “Not Yet Competent”, you may be in need of further coaching or learning opportunities, or you may need to produce more evidence to demonstrate your skills.