Assessor Training Program
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Presentation Transcript
Aim of the ASC Assessor Training Program ‘To improve the quality of assessment within the NCAS and NOAS.’
Assessor Training Competencies • Plan and organise assessment • Assess the competence of a candidate • Develop assessment tools • Review & validate an assessment process
How will you be assessed? • Modules 1 & 2 - Assessment Activity A: • Assessment simulation • Module 3 - Assessment Activity B: • Develop an assessment tool • Module 4 - Assessment Activity C: • Reviewing assessment
Why assess? • Credentialing • Recognition of Prior Learning / Current Competence (RPL/RCC) • Establishing training needs • Assurance of progress • Recruitment or promotion
What do you assess? • Using standards to assess competence: • Competency statements • Learning outcomes • Performance criteria
How do you assess? • Interpret the criteria for assessment • Demonstrate good inter-personal skills • Select & apply assessment methods • Select and/or develop assessment tools • Make fair and objective judgements • Ensure evidence provided meets the required standard/s
Module 1 • Planning the assessment process
Principles of assessment • Validity • Reliability • Fairness • Flexibility
Types of assessment • Diagnostic: identify training needs • Formative: over a period of learning/ practice • Summative: at the end of the learning/practice
Assessment methods • Observing the candidate in action • Simulation/role-play/case study • Written tests • Oral tests, questioning or debate • Reports, projects, assignments, worksheets • Portfolio, journal or diary
Assessment tools • Checklists • Instructions for assignments, case studies, scenarios • Log books/diaries • Exam papers
Gathering evidence • Direct: ‘On the job’ coaching or officiating • Indirect: Simulations, scenarios • Supplementary: Third party input eg. from a supervisor
Rules of evidence • Valid: Is it relevant? • Authentic: Is it the candidate’s own work? • Sufficient: Is it enough evidence? • Current: Is it up to date?
Assessment plans • Should include: • purpose of the assessment • standards to assess the candidate against • how the assessment will occur (including, assessment methods and tools to be used) • when and where the assessment will occur • what resources are needed and any special arrangements
Working as an assessment team • Discuss roles and decision making • Agree on how to handle differences of opinion • Decide how feedback will be given • Do not undermine the team’s decision
Recognition of Prior Learning or Current Competence • Skills & knowledge can be gained in many ways • Still assessed against competency standards • Candidate provides evidence such as: • copies of certificates or qualifications from other training, • relevant work samples, for example, training plans • a resumé of experience
Module 2 • Assessing competence
Creating a supportive environment • Be positive, supportive and welcoming • Communicate clearly with the candidate, in a friendly manner • Provide information such as time allowed or other conditions • Invite questions
Communication in assessment • Two-way communication • Provide clear instructions and check for understanding • Encourage candidates to ask questions • Use questions and listen actively • Provide feedback
Giving feedback after assessment • Allow candidate time to collect themselves • Provide your thoughts on their performance • Ask questions if you need more information • Ask for the candidate’s thoughts • Be precise about gaps in competence • Outline the next steps in the process
Tips for giving feedback • Choose the right time and place • Start and finish positively • Use questions • Do not overload • Be honest • Ensure confidentiality
Not yet competent • Ensure result & feedback is given privately • Give result first (in a sensitive way) • Be precise about what was lacking • Provide options • Let candidate have their say • Be prepared for emotions (anger, tears, sarcasm)
Using video for assessment • Context (who the group is, session aims) • Get a copy of the session plan • How to ask questions of the candidate? • How will you provide feedback?
Recording and keeping results • Complete assessment check lists fully - ensure it is signed • Who has access to assessment record? • Comply with privacy requirements • Store records for seven years (back ups of databases)
Appeals processes • Usually 30 days to appeal (in writing) • To be heard by an independent person • Candidate and assessor both to be heard • Candidate may be reassessed
Module 3 • Developing assessment tools
Good assessment tools • Layout easy to follow • Wording clear and concise • Provides instructions to candidates & assessor • Criteria clearly listed • Space to record answers & comments • Outcome is recorded + signatures, dates
What are assessment criteria? • Statements that specify: • what is to be assessed • the required level of performance • Note: assessment criteria are usually set out in curriculum documents by the sport
Assessment policies • Grading systems (eg. A, B, C, D.) • Time limits for assessment tasks? • Access to materials during assessment? • Range of environmental conditions? • How many attempts? • What is the appeals process?
Module 4 • Reviewing and validating assessment
Methods of reviewing • Feedback from candidates • Reflection by assessors • Effectiveness of past candidates.
Achieving consistency • Use of assessment panels • Meetings and discussions • Validation by 3rd party / peer review • Training & PD for assessors • Providing better tools & info to assessors
Common assessment problems • Halo effect • First impression • Contrast effect • Stereotyping • Similar to me • Experimental effect • Giving more weight to positives than negatives • Tall-poppy syndrome
