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QUALITY ASSESSMENT PRACTICES

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justis
15 diapositives · 318 Views · Sep 02, 2014

This comprehensive guide explores the nature of competence in quality assessment practices, emphasizing the significance of effective planning that starts from the desired outcomes. It delves into different competency dimensions determined by job roles, including task skills, management skills, and safe working skills. The document outlines evidence requirements, assessment methods, and benchmarks, while also addressing fairness and flexible assessment practices. In addition, it provides insights into mapping documentation and recording/reporting processes to ensure clarity and effective communication in assessments.

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QUALITY ASSESSMENT PRACTICES
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  1. QUALITY ASSESSMENT PRACTICES

  2. What does competence look like?

  3. What does competence look like? • Need for planning • Start from final outcome • Address dimensions of competency • Determined by the job role: • Task skills • Task management skills • Contingency skills • Job/role environment skills • Transfer skills • Safe working skills • LLN skills

  4. What does competence look like? What do I need evidence of?

  5. What do I need evidence of as opposed to what evidence do I need? • Real, ‘realistic’, simulated environments • Content • Face (Industry read) • Construct

  6. What does competence look like? How do I get it? What do I need evidence of?

  7. How do I get it? • Methods/ instruments – consider the range of ways i.e. PLAN – an assessment plan! • Interview, questions and answers, etc – structured, effective, efficient • Method needs to be chosen to address benchmark criteria • Develop assessment record – address flexibility, fairness, reasonable adjustment (use predictive skills).

  8. What does competence look like? How do I get it? What do I need evidence of? What are the benchmarks?

  9. Benchmarks • Expected responses at AQF level – consider Bloom’s Taxonomy • Decision making rules – defining what constitutes a satisfactory response and how to deal with incomplete responses • Observation checklists – do all 10 points have to be addressed? • What procedure will I follow if insufficient information is offered? • What context would require repeating the assessment? • Intra-rater/inter-rater reliability • Fairness

  10. What does competence look like? How do I get it? What do I need evidence of? Detailed mapping document What are the benchmarks?

  11. Mapping document • Mapping of assessment against unit requirements – you can teach beyond the requirements of units, but you can’t assess beyond the requirements of the unit • Elements/performance criteria • Knowledge • Skills • Critical aspects of evidence • Content validity • Fairness

  12. What does competence look like? How do I get it? What do I need evidence of? Detailed mapping document What are the benchmarks? Recording and reporting documentation

  13. Recording and Reporting Documentation • Summary report • Assessor signoff • Feedback to and from learning – what does this look like? What does it mean? • Are organisational requirements met?

  14. What does competence look like? How do I get it? What do I need evidence of? Quality Assessment Practices Detailed mapping document What are the benchmarks? Recording and reporting documentation

  15. Links • Are the links between the assessment planning process and the actual assessment processes and instruments clear?