ASSESSMENT PRINCIPLES AND PRACTICES

LEARNER GUIDE

Module Code 242401001-KM-05

NQF Level 5
Credits 4
Skills Programme ID SP-220320
Number
Skills Programme Assessment Practitioner
Title
Curriculum Code 900096-000-00-00
Sub Title OFO Code 242401 - Training and Development
Professional (Training and Development Practitioner)

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Name

Contact Address

Telephone (H)

Telephone (W)

Facsimile

Cellular

E-mail

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Note to the learner
This Learner Guide provides a comprehensive overview of the module. It is designed
to improve the skills and knowledge of learners, and thus enabling them to
effectively and efficiently complete specific tasks.

Skills Programme Purpose

An Assessment Practitioner plans for, conducts and administers assessment of
learner competence in an occupational context.

Skills Rationale
Assessment skills in practice is the basis of many other qualifications and skills sets
and is a skill that leads to employability. This skills programme will equip people to
be able to supervise performance and provide feedback in a professional manner.
There is a single unit standard 115753 Conduct Outcomes Based Assessment, Level
5, 15 Credits registered on the NQF which will expire 2023-06-30 which is used to
train assessors currently.
Assessment Practitioner status can lead to self-employment
opportunities. Typical learners include post school learners and college graduates
on
NQF Level 4 or equivalent with work experience that enables them to observe
learners in practice and make judgements on competence and quality in skills
deliver. This skills programme is for people with an interest in using assessment
tools to promote learning.

Entry Requirements
NQF Level 4 with Communication
Quality Assurance
QCTO will facilitate the assessment and quality assurance

Provider Accreditation Requirements for the Knowledge Module

Physical Requirements

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  Learning and development resources aligned to the scope and content of the
module
 Learner assessment resources (database, tools, records)
Human Resource Requirements:
 Access to facilitators of learning with subject matter expertise as evident
from professional designations, or experiential competence or prior
qualifications
 Access to assessment expertise in terms of subject matter related prior
learning, experience and credibility
Legal and Safety Requirements:
 Access to facilities that comply with occupational health and safety standards
where contact learning or assessment sessions are delivered

Purpose of the Knowledge Modules

The main focus of the learning in this knowledge module is to build an
understanding of assessment of learner competencies in an occupational context

Topic elements to be covered include

The learning will enable learners to demonstrate an understanding of:
 KM-05-KT01: Assessment practices, methods and concepts (25%)
 KM-05-KT02: Evidence collection and recording concepts and principles (25%)
 KM-05-KT03: Evidence evaluation concepts and principles (25%)
 KM-05-KT04: Assessment administration and regulatory practices (25%)

Venue, Date and Time:

Consult your facilitator should there be any changes to the venue, date and/or time.
Refer to your timetable
Assessments

The only way to establish whether you are competent and have accomplished the
learning outcomes is through continuous assessments. This assessment process
involves interpreting evidence about your ability to perform certain tasks. You will
be required to perform certain procedures and tasks during the training
programmer and will be assessed on them to certify your competence.

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This module includes assessments in the form of self-evaluations/activities and
exercises. The exercises, activities and self-assessments will be done in pairs,
groups or on your own. These exercises/activities or self-assessments (Learner
workbook) must be handed to the facilitator. It will be added to your portfolio of
evidence, which will be proof signed by your facilitator that you have successfully
performed these tasks.

Listen carefully to the instructions of the facilitator and do the given activities in the
time given to you.

KM-05-KT01: Assessment practices, methods and concepts

KT0101 Assessment practices (Assessment plan, Pre-assessment briefing,

Evidence, Competence, Feedback)
KT0102 Assessment concepts within the QCTO model (Internal and final
integrated summative external assessment)
KT0103 Principles of good assessment practice (Fairness, Validity, Reliability,
Sufficiency, Practicability, Currency of evidence)
KT0104 Assessment theories (Outcomes-based assessment, Competency-
based assessments, Traditional assessment)
KT0105 Types of assessment (pre-programme, continuous, formative,
integrated, summative)
KT0106 RPL Assessment objectives and practices
KT0107 Domains of competence (practical, foundational and reflexive

Assessment practices, methods and concepts

Assessment in Practice

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Although assessments are currently used for many purposes in the educational
system, a premise of this report is that their effectiveness and utility must
ultimately be judged by the extent to which they promote student learning. The aim
of assessment should be “to educate and improve student performance, not merely
to audit it. To this end, people should gain important and useful information from
every assessment situation. In education, as in other professions, good decision
making depends on access to relevant, accurate, and timely information.
Furthermore, the information gained should be put to good use by informing
decisions about curriculum and instruction and ultimately improving student
learning.

Assessments do not function in isolation; an assessment’s effectiveness in

improving learning depends on its relationships to curriculum and instruction.
Ideally, instruction is faithful and effective in relation to curriculum, and assessment
reflects curriculum in such a way that it reinforces the best practices in instruction.
In actuality, however, the relationships among assessment, curriculum, and
instruction are not always ideal. Often assessment taps only a subset of curriculum
and without regard to instruction, and can narrow and distort instruction in
unintended ways.

Assessment methods

Assessment methods are the strategies, techniques, tools and instruments for
collecting information to determine the extent to which students demonstrate
desired learning outcomes. Several methods should be used to assess student
learning outcomes.

Relying on only one method to provide information about the program will only
reflect a part of students’ achievement. Additionally, SLO may be difficult to assess
using only one method. For each SLO, a combination of direct and indirect
assessment methods should be used. For example, responses from student surveys
may be informative, however, when combined with students’ test results they will
be more meaningful, valid, and reliable.

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Direct methods of assessment ask students to demonstrate their learning while
indirect methods ask students to reflect on their learning. Tests, essays,
presentations, etc. are generally direct methods of assessment, and indirect
methods include surveys and interviews.

Even though course grades are a source of information about student achievement,
they are generally insufficient in measuring the student learning outcomes of the
program.

Grades may not identify whether the SLO have been achieved, may include factors
not related to SLO such as class participation, and faculty members may differ in
their grading policies and practices. Considering these limitations, however, grades
MAY be able to be used for program assessment IF they relate to the program’s SLO
and if grading methods are consistent across program faculty and courses. There is
a book dedicated to the use of grades as an assessment measure

Which assessment method should be used for assessment?

Each program will select the assessment methods that will provide the most useful
and relevant information for the purposes that the program and its faculty have
identified.

When selecting which assessment methods to use, consider what questions need to
be answered, the availability of resources, and the usefulness of the results.
Programs may find it valuable to identify what information currently exists in the
program that can be utilized as well as what assessment methods have been used
for past assessments.

Below are several guidelines to follow when selecting assessment

methods:

 Collect information that will answer the program’s questions

 Use multiple methods to assess each student learning outcome
 Include both indirect and direct assessment methods
 Include both qualitative and quantitative methods
 Choose methods that allow the assessment of both strengths and
weaknesses

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  Utilize capstone courses or “second-year” projects/assignments to directly
assess student learning outcomes
 Use established accreditation criteria/standards when developing the
assessment plan

Concepts in Assessment

We are continually faced with the challenge of assessing the progress of our
students as well as our own effectiveness as teachers. Educational Measurement
The first step towards elevating a field of study into a science is to take
measurements of the quantities and qualities of interest in the field. Types of
Measurement Objective measurements- are measurements that do not depend on
the person or individual taking the measurements. Subjective measurements- often
differ from one assessor to the next even if the same quantity or quality is being
measured. Underlying principle in educational measurement is summarized by the
following formula: Measurement of quantity or quality of interest = true value plus
random error.

Evaluation is the process of systematic collection and analysis of both qualitative

and quantitative data for the purpose of making some decision and judgments.
Assessment, Test, and Measurement Test: An instrument or systematic procedure
for measuring a sample of behavior by posing a set of questions in a uniform
manner. Measurement: The process of obtaining a numerical description of the
degree to which an individual possesses a particular characteristic. Test, Non- test,
Examination, Test item and Quiz a test in the educational setting is a question or a
series of question which aims to determine how well a student learned from a
subject or topic taught. A non- test is a question or activity which determines the
interests, attitude and other student’s characteristics whose answer or answers
is/are not judged wrong or incorrect.. Examples: Mid- term examination, Licensure
Examination for Teachers, comprehensive examination. A test item is any question
included in a test or examination.

Assessment practices (Assessment plan, Pre-assessment briefing,

Evidence, Competence, Feedback)

Good tests should be used to guide instruction, helping teachers understand where
students are excelling and where they need more work. But improving student

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learning and fairly assessing teacher quality should be based on a more broad and
whole assessment. Standardized tests are only one piece of the assessment tools
utilized in the classroom. Instead of spending millions of dollars on standardized
tests, we should be investing in schools to give every child the opportunity to
succeed. That means smaller class sizes and more funding for schools.

Teachers are spending too much time teaching to the test when they could be
giving students more individual attention to help students think critically and solve
problems. That’s the kind of learning that will prepare them for college and career.

Types of assessment practices

Diagnostic assessment

 is often undertaken at the beginning of a unit of study to assess the skills,

abilities, interests, experiences, levels of achievement or difficulties of an
individual student or a whole class.
 can involve formal measurements (e.g. IQ/aptitude tests, fitness tests) that
are used to establish a starting point or baseline OR informal measurements
(e.g. observation, discussions, questioning)
 informs programming and planning, and learning and teaching methods
used, as well as assessment choices.

Summative assessment

 assists you to make judgments about student achievement at certain

relevant points in the learning process or unit of study (e.g. end of course,
project, semester, unit, year)
 can be used formally to measure the level of achievement of learning
outcomes
 (e.g. tests, labs, assignments, projects, presentations etc.)
 can also be used to judge programme, teaching and/or unit of study
effectiveness (that is as a form of evaluation).

Formative assessment

 is the practice of building a cumulative record of student achievement?

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  usually takes place during day to day learning experiences and involves
ongoing, informal observations throughout the term, course, semester or unit
of study
 is used to monitor students’ ongoing progress and to provide immediate and
meaningful feedback
 assists teachers in modifying or extending their programmes or adapting
their learning and teaching methods
 is very applicable and helpful during early group work processes.

Informal assessment involves:

 Systematically observing and monitoring students during in class learning

and teaching experiences
 interacting with students to gain a deeper knowledge of what they know,
understand and can do
 circulating the classroom and posing questions, guiding investigations,
motivating and quizzing students
 providing opportunities for students to present or report upon their learning
and teaching experiences
 collecting, analyzing, and providing feedback on in and out of class work
samples
(e.g. how their group work projects are progressing).

Formal assessment involves:

The use of specific assessment strategies to determine the degree to which

students have achieved the learning outcomes

 assessment strategies including: essays, exams, reports, projects,

presentations, performances, laboratories or workshops, resource
development, artwork, creative design tasks, quizzes and tests, journal
writing, portfolio
 Individual and/or collaborative tasks that usually attract a mark (group work
may include both an individual and group component)

Assessment plan

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There are a variety of reasons why it is a good idea to create an assessment plan in
your program.

A few examples are:

Having a well-written assessment plan reduces the amount of time you will
ultimately have to devote to conducting your assessment project, since it can clarify
tasks and timelines.

An assessment plan provides a framework to guide your assessment project,

ensuring everyone is on the same page and is clear on their individual
responsibilities and the overall timeline.

Allows for the consideration of all parts of an assessment project and critical
analysis of how the different pieces fit together and can best be implemented
achieving the desired goals of assessment.

An assessment plan provides a dynamic map for your assessment project, allowing
for better flexibility as you implement your project and more reasoned responses to
issues that may arise.

An assessment plan is a good way to start conversations among relevant

stakeholders (i.e. faculty, staff, and students) about not only assessment, but also
about teaching, learning, curriculum, etc. in your program.

Is your assessment program well-aligned with external expectations (for example,

strategic planning initiatives or other institutional directions, professional standards,
etc.)

 What resources will be required to carry out the assessment project? An

assessment plan is an opportunity to ensure that you have “your ducks in a
row.” Clear assessments plans also provide dedicated time and space to
consider the continuity of your overall assessment plan:
 How does this year’s assessment project connect to previous assessment and
the program’s plans for future assessment?
 Is the program assessing all learning outcomes in a reasonable amount of
time (5-7 years)?

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  How does assessment fit into other aspects of the program and
programmatic priorities for the future
 Do you have the appropriate resources (ex. faculty time, financial resources,
space, etc.) lined up to implement your assessment project?

Pre-assessment briefing

It is important to carry out a pre assessment briefing before starting a vocational

assessment. The short meeting can help address any concerns on both sides and
should help the assessment run as smoothly as possible.

This is the second video in a series of six which aims to help candidate assessors
understand what is expected during a vocational assessment. Follow each
installment and create your own perfect assessment.

It is important that you always carry out the pre assessment briefing when
conducting your own vocational assessments. Here you can check that nothing has
been missed out of the planning stage. This could just be minor issues that are
cleared up during conversation. However it could also be about vital medical
information, or individual learning requirements, which could put the learner at risk.

Evidence, Competence, Feedback

Pre-assessment Evidence, Competence, Feedback

Feedback

The assessor will provides feedback to the learner with regard to the assessment
decision. If the learner is deemed to be “competent” then there is no further action
required other than his/her feedback on the assessment process and confirmation
of receipt of the feedback from the assessor. Should the learner be deemed to be
“not yet competent” then the assessor should explain where (which SO and AC in
particular) and what remedial action is required. The learner would also be advised
by when the remediation is required. The learner would also be advised of his or her

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right to appeal if they are unhappy with the decision. Receipt of this feedback
should also be confirmed by the learner.

Evidence

The assessor will then conduct the assessment and collect the required evidence as
presented by the learners. On receipt of the assessments in whatever form (e.g.
written test or portfolio of evidence) the assessor will conduct the assessment
making use of the marking memos and related recording sheets. All of the
requirements are usually summarized in a matrix that covers formative, summative
and critical cross field assessment requirements and all of the relevant areas should
be included.

Once the assessment has been marked the assessor will make and record a
judgement about the evidence presented. The evidence will be judged against the
criteria as set out in the unit standard – all SO’s and AC’s must be considered and
the principles of assessment must be adhered to. On completion the judgment of
the assessor will be one of “competent” or “not yet competent”.

Competence

Assessment of competence is based on learning objectives defined in the

curriculum. Learning objectives depict what type of competence is required from a
student to receive a degree. The assessment is considered in three points of view:
student, working life representative/supervisor and teacher.

The assessment criteria derived from the learning objectives are used to identify
learning outcome. Assessment of competence depicts how well set learning
objectives have been achieved.

Developing the students study process takes into account the learning and the
knowledge gained through academical perspective. The key factors in study process
are self-evaluation and feedback received from teacher or supervisor as well
sometimes from fellow students.

Competence is assessed from many perspectives by examining development in

practical, academic, social and evaluative competence.

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  Practical competence is manifested as a systematic, smooth command of
tasks.
 Academic competence indicates a command of theoretical knowledge, an
understanding of the connections between facts and processes and the
ability to grasp entities.
 Social competence is related to interactive competence; the ability to work as
a member and a leader of a group.
 Evaluative competence describes learning, evaluation and development skills
related to one’s own work and the ability to develop and influence joint
activity and activity that takes place in the surroundings.

Assessment methods are selected so that they truly measure achievement and the
level of competence.

Assessment of competence and rectification of assessment comply with Lapland

University of Applied Sciences’ degree regulations. Assessment is on a scale of 0–5
or pass/fail. Assessment criteria are defined for each study unit. A detailed
assessment plan for each study unit is presented in the study unit’s implementation
plan.

The feedback collected from the students will develop the quality of the degree
programme. You have a change to give feedback about the implementation of the
study units as well as overall yearly feedback.

Assessment concepts within the QCTO model (Internal and final integrated
summative external assessment)

Wherever accredited learning takes place there is a need for assessment so that the
quality and transfer of learning can be evaluated. Such assessment has long been
associated with trades worldwide, and there are usually specific rules governing
how assessment is handled. Often, in fact, there is national policy, which governs
the process, with highly specific requirements for how things should be run.

A model for assessment, and assessment centres, needs to be flexible in order to

meet industry’s various needs. In addition, they also require: a standard operating
procedure; industry consultation on its needs; assessment planning in order to

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minimize disruption of operations; and a formalized process by which roles are
linked to standard operating procedures, against which measurement of the ability
to perform competently can be made.

Assessment centres in South Africa, therefore, need to tick these boxes while taking
national policy into account. In the case of trades, the situation is relatively simple,
with the setting of trade tests being sufficient. However, in South Africa there needs
to be an extension, or adaptation, of this process t includes occupations as well.

As we set out on the search for an assessment centre model, in terms of the new
Quality Council for Trades and Occupations (QCTO) concept of Occupational

Qualifications, and related Assessment Specifications, it is necessary to ensure

that the model selected is fit for purpose. Failure to meet this criterion is likely to
make buy-in from industry problematic.

In most environments these days, there are new opportunities for using technology
to improve and streamline processes. It is no different with the assessment of
learning. In keeping with such advances, the new assessment model should
embrace new methodologies, but also stay true to national policy, and to
Assessment Specifications.

Summative external assessment

The purpose of the external summative assessment is to check whether learners

have the required foundational skills and knowledge in each learning area in order
to engage effectively in formal occupational training. The external summative
assessment is a proficiency assessment that tests whether or not the learner has
acquired the necessary skills of what is being assessed.

Each learning area is assessed separately. Each assessment is 2.5 hours long and
consists of 60 multiple-choice questions. Assessments are machine scored.
Assessments are conducted at iEB assessment centres.

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Exemplar assessment papers for both subject areas are available for download on
the website. Many candidates are not familiar with multiple choice testing, thus it is
advisable that Skills Development providers familiarize their learners with the
assessment method.

Learners will be enrolled for external summative assessment with the providers. Will
issue a statement of results to FLC skills development providers. The will upload
learner results to the qcto. Learners need to be found competent in both learning
areas in order to achieve the part qualification. Competence is achieved if a learner
gets 50% or above in each learning area.

The Foundational Communication programme must include speaking and listening

activities. Speaking and listening is assessed internally and must meet the
requirements for internal programme-based assessment. Extended writing is not
currently assessed in the external summative assessment. In future, extended
writing will be assessed in the following ways: report writing, summarizing,
evaluating and substantiation of a particular position.

The external assessment for Foundational Communication focuses on reading with

comprehension and processing information in different ways as the minimum
requirements for engaging in further learning. It targets the reading of a variety of
texts (including diagrams, graphical representations), understanding what is being
said and then using the information provided in decision-making.

The Foundational Mathematical Literacy assesses the use of numbers to describe

and make sense of real life situations. It assesses reading, interpretation and use of
different numbering conventions in different contexts and identifies the ways in
which different conventions work.

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Principles of good assessment practice (Fairness, Validity, Reliability,
Sufficiency, Practicability, Currency of evidence)

Principles of good assessment practice

The assessment of student learning begins with educational values. Assessment is

not an end in itself but a vehicle for educational improvement. Its effective practice,
then, begins with and enacts a vision of the kinds of learning we most value for
students and strive to help them achieve. Educational values should drive not only
what we choose to assess but also how we do so. Where questions about
educational mission and values are skipped over, assessment threatens to be an
exercise in measuring what's easy, rather than a process of improving what we
really care about.

Assessment is most effective when it reflects an understanding of learning as

multidimensional, integrated, and revealed in performance over time. Learning is a
complex process. It entails not only what students know but what they can do with
what they know; it involves not only knowledge and abilities but values, attitudes,
and habits of mind that affect both academic success and performance beyond the
classroom. Assessment should reflect these understandings by employing a diverse
array of methods, including those that call for actual performance, using them over
time so as to reveal change, growth, and increasing degrees of integration. Such an
approach aims for a more complete and accurate picture of learning, and therefore
firmer bases for improving our students' educational experience.

Assessment works best when the programs it seeks to improve have clear, explicitly
stated purposes. Assessment is a goal-oriented process. It entails comparing
educational performance with educational purposes and expectations -- those
derived from the institution's mission, from faculty intentions in program and course
design, and from knowledge of students' own goals. Where program purposes lack
specificity or agreement, assessment as a process pushes a campus toward clarity
about where to aim and what standards to apply; assessment also prompts
attention to where and how program goals will be taught and learned. Clear,
shared, implementable goals are the cornerstone for assessment that is focused
and useful.

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Assessment requires attention to outcomes but also and equally to the experiences
that lead to those outcomes. Information about outcomes is of high importance;
where students "end up" matters greatly. But to improve outcomes, we need to
know about student experience along the way -- about the curricula, teaching, and
kind of student effort that lead to particular outcomes. Assessment can help us
understand which students learn best under what conditions; with such knowledge
comes the capacity to improve the whole of their learning.

Assessment works best when it is ongoing not episodic. Assessment is a process

whose power is cumulative. Though isolated, "one-shot" assessment can be better
than none, improvement is best fostered when assessment entails a linked series of
activities undertaken over time. This may mean tracking the process of individual
students, or of cohorts of students; it may mean collecting the same examples of
student performance or using the same instrument semester after semester. The
point is to monitor progress toward intended goals in a spirit of continuous
improvement. Along the way, the assessment process itself should be evaluated
and refined in light of emerging insights.

Assessment fosters wider improvement when representatives from across the

educational community are involved. Student learning is a campus-wide
responsibility, and assessment is a way of enacting that responsibility. Thus, while
assessment efforts may start small, the aim over time is to involve people from
across the educational community. Faculty plays an especially important role, but
assessment's questions can't be fully addressed without participation by student-
affairs educators, librarians, administrators, and students. Assessment may also
involve individuals from beyond the campus (alumni/ trustees, employers) whose
experience can enrich the sense of appropriate aims and standards for learning.
Thus understood, assessment is not a task for small groups of experts but a
collaborative activity; its aim is wider, better-informed attention to student learning
by all parties with a stake in its improvement.

Assessment theories (Outcomes-based assessment, Competency-based

assessments, Traditional assessment)

The implementation of outcomes-based assessment and reporting systems in

educational programs has been accompanied by a range of political and technical

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problems, including tensions between the summative and formative purposes of
assessment and doubts surrounding the validity and reliability of teacher-
constructed assessment tasks. This article examines ways in which these problems
have been manifested and addressed, using two recent examples from school and
adult immigrant education. The first example concerns a recent controversy
surrounding the use of national literacy benchmarks for primary school learners.
Analysis of the issues suggests that some learner groups may be disadvantaged by
the practice of reporting aggregate outcomes in terms of minimum standards, but
that government policy is unlikely to change as long as the accountability function
of assessment remains paramount in the public eye.. It is argued that problems of
consistency and comparability that have been identified by research can be
addressed through the development of fully-piloted task banks and the provision of
appropriate forms of professional development. Greater attention needs to be given
to the role of the teacher if outcomes-based assessments are to provide high quality
information.

Learning targets, competencies, and outcomes–these are all ways of describing how
teachers define what it is that students need to know. The basic premise of
outcomes-based assessment is that teachers need to be able to define explicitly, in
language their students can understand and adopt the key content for which they
and their students will be responsible.

What does this focus mean?

For teachers, it means

 focusing on the key elements of curriculum;

 ensuring that every learning activity, inside and outside the classroom, maps
back to the key elements;
 providing opportunities for students to demonstrate proficiency in a variety of
modalities;
 collaborating up and down grade levels to build coherence of vocabulary and
expectations;
 revising and revisiting learning targets in the context of the Common Core
standards and other developments

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For students, outcomes-based assessment means

 being clear on what teachers expect for success;

 being prepared to demonstrate what they know;
 taking responsibility for what they don’t yet know;
 taking initiative to achieve proficiency and high performance.

With the ever evolving and diversifying business challenges, the approach to the
management of human resources has also undergone a paradigm shift. The
competitive advantage achieved through technology, new products and information
is short lived and vastly evaporating. The only distinguishing feature from the
competition which remains, are the skills and contribution from the employees. The
organizational leadership therefore plays an important part as they directly
influence the performance and the people of the organization. A well-defined and
uniform competency framework is the first step towards an organized approach to
the human resource management of the organization

There is a constant need to increase efficiency and create and deliver value in each
transaction. Therefore it is imperative that a more scientific approach like
competencies be used to define and understand the knowledge, skills and attitude
required to perform a job effectively. Evaluating an employee’s performance based
on pre-defined competencies and their behavioral indicators, in turn is called
competency based assessment.

The preliminary condition for a competency based assessment is a well-defined

competency framework of the organization. Ideally, the competency framework
needs to be in alignment with the long term organizational goals and its vision and
mission. These competencies then need to be interpreted in the context of the tasks
performed by employees at different levels, so a competency like fosters teamwork
will be defined differently for a senior leader like COO and would further have to be
contextualized for a junior manager.

The competencies are like the Pole Star for the organization especially the senior
leaders and act as a constant check for the employees to direct and redirect their
efforts to yield specific results. Since, competencies can be assessed and analyzed;
it gives a fairly objective evaluation of an employee’s performance. The best part
about the competencies is that they can be learnt unlike personality traits which are

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characteristic to an individual. If the organization identifies criteria critical to its
success in the form of core competencies, they can be cascaded down to the whole
organization.

Having a competency framework and assessments based on it provides a

comprehensive picture of the skill map of the organization, the development needs,
and potential leaders and thus define the approach to effective talent management.
From the perspective of the employees, they get a better understanding of the
potential progression of their careers which further augments their engagement
with the organization.

Within the competency based assessment approach the organizations can find a
structured model to integrate their management practices as well. A systematic
approach like this can help define organizational priorities clearly and align the
human resource strategies to create and build on key behaviors which are desired
and would be rewarded. It also creates individual employees accountable and
responsible for their performance and learning and development while creating a
culture of transparency

Types of assessment (pre-programme, continuous, formative, integrated,

summative)

Formative assessment

Formative assessment is an integral part of teaching and learning. It does not

contribute to the final mark given for the module; instead it contributes to learning
through providing feedback. It should indicate what is good about a piece of work
and why this is good; it should also indicate what is not so good and how the work
could be improved. Effective formative feedback will affect what the student and
the teacher does next.

Summative assessment

Summative assessment demonstrates the extent of a learner's success in meeting

the assessment criteria used to gauge the intended learning outcomes of a module
or programme, and which contributes to the final mark given for the module. It is
normally, though not always, used at the end of a unit of teaching. Summative
assessment is used to quantify achievement, to reward achievement, to provide

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data for selection (to the next stage in education or to employment). For all these
reasons the validity and reliability of summative assessment are of the greatest
importance. Summative assessment can provide information that has
formative/diagnostic value.

Integrated assessment

'Authentic' or work-integrated assessment is an assessment where the tasks and

conditions are more closely aligned to what you would experience within
employment. This form of assessment is designed to develop student’s skills and
competencies alongside academic development. The Collaborate project at Exeter
developed a set of tools to support academic staff in the design of authentic
assessments, including a dimensions model, test and associated Tech. There is also
an online Assessment Designer available which will allow you to design an
assessment using a PC or tablet device.

Diagnostic assessment

Like formative assessment, diagnostic assessment is intended to improve the

learner’s experience and their level of achievement. However, diagnostic
assessment looks backwards rather than forwards. It assesses what the learner
already knows and/or the nature of difficulties that the learner might have, which, if
undiagnosed, might limit their engagement in new learning. It is often used before
teaching or when a problem arises.

Program Assessment and continuous quality improvement is a systemic process to

determine strengths and areas for improvement for future planning. A continuous
quality improvement process is necessary in order to ensure that programs not only
meet the needs of children and families, but also maintains goals for best practices.
Programs must analyze current practices to determine how to make adjustments to
meet the needs of children and families as needs change over time. Program
assessment and continuous quality improvement is essentially program research to
determine and adjust goals and ensure appropriate program evolution. Chapter five
includes key topics that are integral to program assessment and continuous quality
improvement.

Pre- Program Reviews

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Collaborative contracts must include provisions for program oversight and protocols
to address concerns or issues that arise among partners and within the team.
Program oversight must be defined in the contracts between the community
program and the county board of education. These include, but are not limited to,
staff evaluation and discipline, health, and safety concerns, communication process,
and impasse procedures. Protocols should be specified within collaborative
agreements of each participating Pre- program. Teams must consider the roles of
each partner and classroom administrators when developing and implementing a
program oversight protocol. Collaborative Head Start classrooms are monitored for
compliance with the Head Start Performance Standards in partnership with local
and federal Head Start personnel. Childcare centers must be licensed under
Childcare Center Licensing. Child care centers are reviewed by child care licensing
specialists as part of child care licensing regulations. Information provided by
reviewing agencies should be made available to all partners in collaborative
classrooms. Provisions for program oversight should include a process for reviewing
of monitoring results from federal Head Start, and child care licensing, as
applicable.

RPL Assessment objectives and practices

Assessments should reveal how well students have learned what we want them to
learn while instruction ensures that they learn it. For this to occur, assessments,
learning objectives, and instructional strategies need to be closely aligned so that
they reinforce one another.

Our objective is for students to learn to apply analytical skills, but your assessment
measures only factual recall. Consequently, students hone their analytical skills and
are frustrated that the exam does not measure what they learned.

Your assessment measures students’ ability to compare and critique the arguments
of different authors, but your instructional strategies focus entirely on summarizing
the arguments of different authors. Consequently, students do not learn or practice
the skills of comparison and evaluation that will be assessed.

Domains of competence (practical, foundational and reflexive

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The demonstrated ability of understanding and applying the knowledge and
thinking which underpins the action required and taken in a specific context.

Vast volumes of South African educational documents highlight the following four
competencies (paraphrased from http://www.citehr.com/14370-competency-
mapping-urgent.html) of which two mention reflexive/reflex

Practical competency a person's demonstrated ability to perform a specified set of

task

Foundational competence a people demonstrated understanding of what and why

she (he) is doing.

TOPIC QUIZ

I. Principles of good assessment practices are listed and explained

II. Assessment practices in the occupational learning framework are explained
III. RPL assessment practices and principles are explained

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KM-05-KT02: Evidence collection and recording concepts and principles

KT0201 Sources of evidence (Direct, Indirect, Historical)

KT0202 Evidence collection instruments that cover assessment of all learning
domains
KT0203 Evidence collection tools (Observation assessment sheet, Knowledge
assessment sheet, End product assessment sheets, Portfolio of
Evidence)
KT0204 Principles of evidence collection and submission (Validity,
Accountability, Accuracy, Current, Consistency, Sufficiency

Sources of evidence (Direct, Indirect, Historical)

Sources of evidence

Finding the best sources also depends on the type of question you have, and the
type of research study that is most appropriate for that question. Evidence is
published in a wide range of sources including journals, books, research reports,
and increasingly directly onto websites. Sources may contain different types of
information, such as clinical guidelines, systematic reviews, controlled trials or
qualitative research. Some sources will provide access to a range of information
types, i.e. PubMed, while others will specialize in one particular type, i.e. the
Cochrane Database of Systematic Reviews. This following presentation provides an
overview of key sources available to help guide your search for evidence.

Deciding which sources of evidence are the best ones to use will depend on many
factors, including the purpose of your search, the time available, and whether you
have access to the resource itself. We all belong to extensive information networks
and use lots of different sources to find answers to our questions. Often the sources
we use are based on our previous behavior patterns, or are the ones that we are
most familiar with or have the easiest access to. Think about the last time you
needed to find some information to help you make a health care decision.

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As noted above, a direct source differs from an indirect source. Indirect sources
involve the reports and analysis of direct information by other people. Reports,
articles, and books by scholars are the main category of secondary sources that we
tend to use, especially when we are beginning to develop our knowledge about an
issue. Once again, the key to using such information is always to think about the
context in which it was produced. In other words, information from indirect sources
is only as good as our understanding of that source itself. For example, as a result
of changes over the past two decades, an academic commentary such as the one
by James on advertising in the 1970s may not be precisely relevant to
contemporary concerns. There is no general rule to apply to such analysis of
sources, except that we must always think about the context (who obtained the
information; when, where, and how the information was arrived at) as well as the
text (what the information is).

For example, imagine you are watching a television program on advertising. The
host makes some comments on nationalistic commercials, saying that they always
produce an emotional reaction and that is why they are effective. Is this source
useful for an academic investigation? If you answered no, then you would, in some
circumstances, be correct. But the important question to ask is 'Why?'. Let us
contrast this hypothetical television program with a more usual source: academic
writing. The trustworthiness of academic writing is based on the idea that the
person doing the writing is an expert in that area, through their close study of the
topic, their skills as a researcher, their careful, long-term analysis, and their
involvement in a system in which articles and books are published only after the
scrutiny of other qualified academics to determine if they are 'right' or not. In other
words, the claims are trustworthy because an institutionalized method makes them
trustworthy. It is a social convention that academic work is regarded as being more
'sound' (if often more remote) than 'popular' work; it is also a worthwhile social
convention because there are good reasons to accept this distinction in soundness.

Evidence collection instruments that cover assessment of all learning

domains

Learning Domains

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Learning is not an event. It is a process. It is the continual growth and change in the
brain's architecture that results from the many ways we take in information,
process it, connect it, catalogue it, and use it (and sometimes get rid of it).

Learning can generally be categorized into three domains: cognitive, affective, and
psychomotor. Within each domain are multiple levels of learning that progress from
more basic, surface-level learning to more complex, deeper-level learning. The level
of learning we strive to impact will vary across learning experiences depending on
1) the nature of the experience, 2) the developmental levels of the participating
students, and 3) the duration and intensity of the experience.

When writing learning objectives, it is important to think about which domain(s) is

relevant to the learning experience you are designing. The tables below provide
further information about each domain.

Evidence collection tools (Observation assessment sheet, Knowledge

assessment sheet, End product assessment sheets, Portfolio of Evidence)

Knowledge assessment at the HSE comprises the routine assessment, intermediate

assessment, and the final assessment.

Routine assessment is carried out during the course, and is designed to organize
students' independent work and a systematic monitoring of their academic
knowledge.

Intermediate assessment is aimed at evaluating students’ knowledge acquired

while studying a part of an academic subject. Assessment is held upon module
completion during an examination session. Some academic subjects may not
require intermediate knowledge assessment.

Final assessment is held upon completion of a course, primarily in written form as a

pass-fail test or exam.

Students receive a cumulative grade based on the results of routine assessment.

The cumulative grade is calculated prior to final assessment and comprises grades
for all types of routine assessment during the course, for example class
participation (0.1 points) + homework assignments (0.1 points) = 0.2.

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Students receive grades for exams after passing final assessments. A cumulative
grade and an exam grade form a final grade. The final grade is a weighted sum of
the cumulative grade, midterm grade and a grade received on the exam. The grade
composition for each discipline is defined in the course syllabus, for example:

The Final grade is determined on the following basis:

 Homework assignments (10%)

 Class participation (10%)
 Midterm (20%)
 Final exam (60%)

The final grade is a grade for the course that is included in the transcript of
records/diploma. In extraordinary occasions, a student can be exempted from an
exam and granted a resulting grade equal to the cumulative grade.

Please keep in mind that the HSE’s academic rules are the same for all students
(Russian, foreign, exchange and non-exchange). To succeed on a course, we advise
international students to attend all lectures and seminars, prepare their home
assignments and meet the deadlines for all essays, reports, etc.

A portfolio of evidence (POE) is a workbook or folder with collections of files; that

you hand in at your exam. This folder is filled with workplace and home-based tasks
and exercises. It contains evidence and proof that you did this practical work, and
that you have mastered this piece of work.

Your POE is marked together with your exam. The marks you get for your POE forms
30% of your fiats you study a subject (or learning area) all your assessments are
kept in a folder. So all these evaluations, plus your final exam paper makes up your
complete Portfolio of Evidence. When you get your POE from the ICB, it will consist
of the Administration Book, which informs you exactly how to complete your POE.

You hand all of it in at your final exam, and the assessors (examiners) marks all of it
to identify if you pass or if you have to repeat the work.

Keep in mind that you must get a POE for every single subject you do. So if you sign
up for three subject exams, then the ICB will send your three Portfolios of Evidence.

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If your POE is incomplete, that can mean that you fail that subject. So make it as
complete as possible. Likewise make certain that you make a copy of your POE
before you hand it in. Put it in a safe place, so that you understand if something
occurs to your POE, you have a back-up strategy.

What is a Portfolio of Evidence?

A candidate wishing to undergo assessment where a Portfolio of Evidence (POE) is

required would need to identify how they can best prove their competence as
required in terms of the unit standard requirements. The candidate would need to
collect or generate the necessary evidence for inclusion in the portfolio of evidence.

The responsibility rests on the candidate to ensure the evidence collected is

sufficient and valid to prove competency in all of the specific outcomes as outlined
in the unit standard being assessed. The evidence must show clearly that the
candidate knows and can do what they claim. The learning outcomes contained in
the unit standard will therefore serve as a guide for the candidate.

Portfolios make continuous assessment possible. Making use of a variety of items

serve as evidence the learner has achieved the required outcomes as outlined in a
specific unit standard. The content of portfolios should be created within realistic
and appropriate contexts relating directly to the unit standard. The portfolio should
be viewed as an instrument for telling a story that will communicate something
about the achievements of the candidate to the assessor.

Your assessor may ask you to put together a portfolio of evidence, which is a formal
collection of documentary evidence that you have obtained during your learning,
your career experience, unpaid work, relevant personal interests, and professional
development. The more current the evidence, the more useful it is for the purposes
of your application for Skills Recognition. However, there is no hard and fast rule
about currency; it depends on the competencies that you are applying for. Your
assessor will be able to advise you how recent your evidence needs to be.

Your assessor will probably provide you with a list of suggested evidence for your
portfolio. You may also want to consider the ideas listed here: evidence of courses
or training completed in or outside work. These could be certificates, diplomas or

29
degrees, diplomas or certified transcripts of grades and subjects/courses
undertaken (certified statements of results). These may have been gained through
formal training, Skills Recognition or internal training within an organization..

Certificates of attendance, handouts etc. that confirm your attendance as a

participant, or role as a facilitator

Workplace documents:

 resumes, logbooks portfolios or e-portfolios: listing work history, key

responsibilities, current skills, and other relevant experience
 industry or merit awards
 position descriptions (job specifications)
 employment contracts which detail your job specifications
 performance development (appraisal) plans
 Project or work activity reports: photographs or audio-visual recordings of
activities conducted.
 Media articles: about you in the workplace, or the projects or in the teams
which provides evidence of skills. e.g. journals or diaries, work notes, emails
or correspondence written by you, minutes of meetings relating to your
duties, completed worksheets (task-sheets, job-sheets), attendance records,
logbooks, budgets, recent Payslips that indicate your job level.

Principles of evidence collection and submission (Validity, Accountability,

Accuracy, Current, Consistency, Sufficiency

Validity generally refers to how accurately a conclusion, measurement, or concept

corresponds to what is being tested. For this lesson, we will focus on validity in
assessments. Validity is defined as the extent to which an assessment accurately
measures what it is intended to measure.

Validity: Defined

The term validity has varied meanings depending on the context in which it is being
used. Validity generally refers to how accurately a conclusion, measurement, or
concept corresponds to what is being tested. For this lesson, we will focus on
validity in assessments.

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Factors That Impact Validity

Before discussing how validity is measured and differentiating between the different
types of validity, it is important to understand how external and internal factors
impact validity

A student's reading ability can have an impact on the validity of an assessment. For
example, if a student has a hard time comprehending what a question is asking, a
test will not be an accurate assessment of what the student truly knows about a
subject. Educators should ensure that an assessment is at the correct reading level
of the student.

Student self-efficacy can also impact validity of an assessment. If students have low
self-efficacy, or beliefs about their abilities in the particular area they are being
tested in, they will typically perform lower. Their own doubts hinder their ability to
accurately demonstrate knowledge and comprehension.

Student test anxiety level is also a factor to be aware of. Students with high test
anxiety will underperform due to emotional and physiological factors, such as upset
stomach, sweating, and increased heart rate, which leads to a misrepresentation of
student knowledge.

Measurement of Validity

Validity is measured using a coefficient. Typically, two scores from two assessments
or measures are calculated to determine a number between 0 and 1. Higher
coefficients indicate higher validity. Generally, assessments with a coefficient of .60
and above are considered acceptable or highly valid.

Types of Validity

There are three types of validity that we should consider: content, predictive, and
construct validity. Content validity refers to the extent to which an assessment
represents all facets of tasks within the domain being assessed. Content validity

31
answers the question: Does the assessment cover a representative sample of the
content that should be assessed?

For example, if you gave your students an end-of-the-year cumulative exam but the
test only covered material presented in the last three weeks of class, the exam
would have low content validity. The entire semester worth of material would not be
represented on the exam.

Educators should strive for high content validity, especially for summative
assessment purposes. Summative assessments are used to determine the
knowledge students have gained during a specific time period.

It is a near-consensus that the way we produce and consume goods and services in
modern economies is not sustainable. We systematically (and knowingly) overuse
natural resources, ignore the social cost of Nature’s services… So, the diagnosis is
more or less uncontroversial and agreed upon. However, the question about the
right therapy is still unsettled: how can we do it all in a better way? Generally, there
are three strategies that are often named as necessary to achieve true
sustainability: efficiency, consistency and sufficiency

Let us begin with the least controversial sustainability strategy: efficiency. If you ask
an economist, he likely will tell you efficiency is the simple most important thing.
Actually, modern economics is mainly about various aspects of efficiency. However,
in the context discussed here efficiency has a slightly different meaning. First of all,
traditionally understood “economic” efficiency is a notion confined to things that
can be easily expressed in quantitative terms (at best in money). Moreover, it is
viewed through the lens of rational choice theory that underlies modern economics,
which means that efficiency from the point of view of an individual (firm, household
etc.) is focused on. E.g., it is efficient to exploit coal reserves fastly if it is expected
that the coal price will decline in the future. What I mean by “efficiency” here is
something different. It is thought as an imperative to use (natural) resources
efficiently, i.e. not to waste them. Efficiency in this context is to be understood with
regard to social costs that are to be economized upon, not individual/market costs.

32
Moreover, it is not at all confined to quantifiable aspects of human economic
activity – there are many ecosystem services that have no “price tag” attached,
which does not mean that they need not be used efficiently.

Efficiency as a sustainability strategy, even though bearing a somewhat different

meaning than in standard economics, is clearly the least controversial strategy
path. Much is already being done across the world to improve the efficient use of
natural resources and ecosystem services. Here, no significant changes in people’s
mentality and everyday life style are needed, much can be achieved by deploying
and promoting adequate technologies and by setting economic incentives right
(e.g., so as to minimize wastage in various branches of the economy).

A less well-known but still crucial strategy on the path toward sustainability is called
consistency (or, by some, industrial ecology In general terms, consistency is the
trial to integrate material and production cycles into each other as well as into
natural cycles. It is more than recycling, because recycling is only an ex-post
utilization of parts of once-used materials, often linked to unpleasant side-effects
like pollution and toxic waste. Consistency is a much more holistic and
encompassing integrated approach, within which re-cycling is planned already
before production actually begins.

TOPIC QUIZ
I. Evidence collection and recording concepts are described and the most
suitable selection motivated for specific scenarios

33
KM-05-KT03: Evidence evaluation concepts and principles

KT0301 Rules of evidence (Valid, Authentic, Reliable, Current, Sufficient)

KT0302 Assessment results and judgements
KT0303 Assessment feedback practices and records management
KT0304 Standards of assessing evidence (Graded assessments, Competency
standards)
KT0305 Gap-analysis, remedial actions, guidance and support

Rules of evidence (Valid, Authentic, Reliable, Current, Sufficient)

Rules of Evidence

It is not good enough to just collect any evidence. Just as the way we collect
evidence is guided by the principles of assessment, the way we collect evidence is
guided by the rules of evidence.

Rule evidence must...

Valid

 Address the elements and performance criteria

 Reflect the skills, knowledge and context described in the competency
standard
 Demonstrate the skills and knowledge are applied in real or simulated
workplace situations

Current

 Demonstrate the candidate's current skills and knowledge

 Comply with current standards

Sufficient

 Demonstrate competence over a period of time

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  Demonstrate competence that is able to be repeated
 Comply with language, literacy and numeracy levels which match those
required by the work task (not beyond)

Authentic

 Be the work of the candidate

 Be able to be verified as genuine
 To better understand how these rules affect the way that we assess, let’s
have a look at each one in more detail.

Validity

The assessor is assured that the learner has the skills, knowledge and attributes as
described in the module or unit of competency and associated assessment
requirements. For example, the evidence will not be valid if you instruct a candidate
to solve printer problems by simply asking: Type a standard office memo on a word
processor. Validity is assured when the performance required matches the
performance described in a competency standard.

Currency

The assessor is assured that the assessment evidence demonstrates current

competency. This requires the assessment evidence to be from the present or the
very recent past.

Currency means evidence needs to be checked to ensure it shows recent

performance.

Sufficiency

The assessor is assured that the quality, quantity and relevance of the assessment
evidence enables a judgement to be made of a learner’s competency.

A judgement has to be made concerning how much evidence to call for. How much
is required for the assessor to accept the performance as competent? Too little
evidence risks the assessment not being reliable; too much leads to waste of time
and effort.

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Authenticity

The assessor is assured that the evidence presented for assessment is the learner’s
own work.

Authenticity means evidence needs to be checked to ensure it actually relates to

the performance of the person being assessed, and not that of another person.
Checking for authenticity is important when some supplementary sources of
evidence are used in assessment.

Supplying the Evidence

It is very easy to get too much evidence. It is also very easy to get too much
evidence that doesn’t really help us to make good decisions. Because of this, it is in
everyone’s interests to guide our candidates through the selection, organization
and submission of evidence.

The first thing we need to do, however, is work out what makes quality evidence.
The answer to this is quite simple. It is evidence that lets us make decisions about
whether someone can do what it is that they are meant to be able to do, i.e., it will
help us to recognize competency.

Specifically, quality evidence addresses the rules of evidence as described above

and: reflects the skills, knowledge and attributes defined in the relevant unit of
competency shows application of the skills in the context described in the range
statement in the unit of competency demonstrates competence over a period of
time demonstrates repeatable competence is the work of the candidate can be
verified demonstrates the candidate’s current skills and knowledge does not
require language, literacy and numeracy levels beyond those needed for the
performance of the competency.

Assessment results and judgements

Professional judgment is at the cornerstone of much assessment reform in recent

years, and has long been the mainstay of school-based assessment systems.
However, teacher judgment has always been seen as one of the weakest links in the
assessment process with concerns raised about the trustworthiness and reliability of
teacher assessment decision-making processes and the teacher's ability to be both

36
“accurate” and “fair”. This presentation will first review some of the concerns and
challenges in using teacher professional judgment in large scale school based
assessment – both theoretical and practical issues - and then demonstrate how the
development of judgment can be supported and enhanced by online professional
interaction, including the sharing of student work samples, and benchmarking of
assessments. The implications for assessment criteria always interpreted differently
by teachers according to personal background, previous experience, unconscious
expectations, internalized and personalized preferences regarding the relative
importance of different criteria and ideological orientation

"We are social beings who construe the world according to our values and
perceptions" individual schools as assessment communities will also be discussed.

Assessment feedback practices and records management

Effective feedback

Specific, descriptive feedback is necessary for improvement and success. How

teachers provide suggestions for improvement is critical in "closing the gap" for
students. Teachers who combine strong subject knowledge with effective feedback
can offer students rich, focused information about their learning and how to
improve it. Students who are clear about their learning can moni Feedback are most
effective when:

 initiated by the student, in conjunction with self and/or peer assessment

 teachers carefully gauge when feedback is needed to promote learning
 teachers use the kind of feedback prompt that best meets the need of the
students, at the level of support they need
 teachers provide strategies to help the student to improve
 teachers allow time for, and students can independently act on, feedback to
improve their learning
 feedback takes place as a conversation
 Teachers check the adequacy of the feedback with the students.

Feedback is most effective when it is given at the time of the learning so that
students can make improvements as they go. However, written feedback can be
beneficial to learning if the following points are taken into consideration:

37
  Some students have difficulty understanding and processing written
feedback.
 When students are presented with grades and comments, the grades can
cancel the beneficial effects of the comments.
 Teachers often give too much feedback, which students find overwhelming
and difficult to understand.

These "negatives" of written feedback can be avoided if there is good

communication between teacher and student, so that the student can say if the
feedback is helpful or not in providing paths for improvement. Or their progress and
seek feedback to improve their learning.

The regular monitoring of records, recordkeeping, and an organizational records

management program, is beneficial for all public sector organizations. Monitoring
ensures that records are managed according to best practice, and in efficient and
effective ways that meet the business needs of the organization and the
requirements of Government. Monitoring should also go beyond a mere
assessment of conformity with requirements and actively assist organizations to
embed good recordkeeping practices and processes and develop organizational
capacity.

Monitoring recordkeeping and the management of records in public offices is a

shared responsibility between State Records NSW and public offices. Further
explanation of these shared responsibilities is available in the Monitoring
Framework re-issued in 2014. There are a number of tools which can be used for
assessing records management performance and conformity with requirements.

Records Management Assessment Tool

The Records Management Assessment Tool is a self-assessment tool designed to

assess: conformity with requirements of the State Records Act 1998 and standards
issued under the Act, and the capacity of a public office in achieving best practice
records management, that is, extending beyond the minimum requirements.

As a result, the tool measures compliance or ‘must dos’ for all public offices as well
as additional performance criteria, which will help determine whether your public

38
office is performing above the minimum requirements at a higher level of maturity,
capability and capacity.

The tool is currently under re-development due to the issue of the new Standard on
records management. The following three modules are still available for use:

 Safe custody and proper preservation of records

 Management of longer term records
 Assessing the recordkeeping performance within the work unit

Each module contains a questionnaire which will assist your organization to assess
its recordkeeping processes and practices. You can use the tool in a modular style
(i.e. choose to complete a module and evaluate the results before moving onto the
next module) or you can use the whole tool and evaluate all results together.

For large organizations or organizations located at different sites, the tool can be
used to examine separately these different segments of your organization for
conformity with organizational recordkeeping policy, standards and procedures.

For assessing the recordkeeping performance of individuals, business units or

workgroups, we have designed a separate module which allows you to ‘drill down’
and assess recordkeeping performance within the work unit.

Standards of assessing evidence (Graded assessments, Competency

standards)

Assessment of standards

Standards specify what a candidate for assessment needs to know, do, and
understand. Whether it is by task or evidence, assessment can use a variety of
methods and approaches (appropriate to the learner and the context) that give the
learner the opportunity to show evidence of achievement/competence.

An assessor must distinguish between what is to be covered in the learning

programme and what is to be assessed by the standard. The emphasis in a
standard is on what is required to make a valid assessment judgement, rather than
what is required to be learned, or how work must be done in detail.

39
These standards represent assessment competencies in the administrative contexts
in which assessment is relevant to educational administrators. These contexts
include: (a) assisting teachers in creating and using assessment effectively; (b)
providing leadership in the creation and implementation of building- or district-level
assessments policies; and (c) using assessment results in their capacity as
administrators in making decisions about students, teachers, and instruction, and in
reporting on assessment results to a variety of stakeholders and constituencies.

Educational administrators should have the same student assessment

competencies as teachers when they are performing in the context of assisting
teachers in creating and using assessment. Because of that role the first standard is
a summary of the Standards for Teacher Competence in Educational Assessment of
Students. Educational administrators should have the competencies described in
the teachers' standards consistent with the level of direct interaction, supervision,
and evaluation of teachers. Administrators should possess, at a minimum, a working
knowledge of these competencies. This working level is needed for two reasons.
First, administrators must understand why teachers need these competencies; and
second, if appropriate, administrators may be required to observe, recognize,
record, monitor, and evaluate them in teachers. These competencies are reflected
in Standards 1 and 2.

Educational administrators require a somewhat different mix of knowledge, skills,

and abilities than teachers when providing leadership in the creation and
development of assessment policies. Because the field of assessment is changing
rapidly, administrators should be able to judge the reasonableness of new
assessment techniques proposed for use in their schools and districts. They ought
to be able to evaluation the appropriateness of the proposed uses and
interpretations of both tradition and new assessment strategies. Educational
administrators need a variety of competencies when using and reporting
assessment results for decision making. Administrators often communicate
assessment results to others and use assessment results to make decisions about
individual students, groups of students, teachers and other personnel, curricula, and
educational programs. The remaining Standards (6 through 12) apply to various
contexts within which administrators and the principal users of assessment results.

40
Grading of results in vocational education and training is a controversial topic.
Training Packages do not specify whether or not units should be graded. However,
many units delivered in TAFE NSW have been set up so that student results show a
graded outcome an argument in favor of graded outcomes is that they can provide
additional information to students, employers and educational institutions about the
level of performance demonstrated by a student.

However, many VET professionals argue that grading is inconsistent with a

competency-based training system, and that issuing graded results undermines the
value of what it means to be competent.

The traditional method of assigning marks as a percentage does not sit comfortably
within a competency based system. Where a unit requires graded results, the
challenge for Institute teachers is to develop and implement a suitable approach to
the assessment process.

Which units require graded results?

Whether a unit will be graded or not is decided during the implementation of a

new/revised training package and is recorded in at the unit product level by the
TAFE NSW Quality Services Unit (QSU). Once a decision has been made to grade a
particular unit in TAFE NSW, this applies in all circumstances of delivery across all
Institutes. You can view the grade code assigned to a unit.

Gap-analysis, remedial actions, guidance and support

A gap analysis can be defined as the determination of the difference between

current knowledge/practices (what we are doing) and current Evidence Based
Practices what we should be doing. Gaps can occur in knowledge, skills or practice.
Steps to Performing a Gap Analysis:

 Find the need- through conducting a Needs Assessment

 Is the gap a knowledge, skill or practice? Determine “What is the best
practice? “

41
  Determine the Purpose of the Activity then develop the learning
objectives to “closing the gap. Permission to reproduce this work for
educational purpose is granted, provided proper citation is given."

A representation: Incorporating a needs assessment and gap analysis into the

educational design

 Perform a Needs Assessment Step

 Determine the Educational Gaps in knowledge, skills or practice: What is the
best practice? Step
 Determine Purpose of the Activity & &Program objectives and Design Step
 Course Development Step
 Implement the Activity Step

Remedial action

is a change made to a nonconforming product or service to address the deficiency.

This also can refer to restoration of a landscape from industrial

Rework and repair are generally the remedial actions taken on products, while
services usually require additional services to be performed to ensure satisfaction

In some settings, corrective action is used as an encompassing term that includes

remedial actions, corrective actions and preventive actions.

‘Remedial Action’ is a term referring to actions taken by businesses to counteract

deficiencies or undesirable characteristics in their products. In this way it is distinct
from ‘Corrective Action’, which aims to change the processes that led to these
deficiencies, and ‘Preventive Action’, which aims to strengthen weak management
systems not yet responsible for any deficiency

Remedial Action is often enacted through ‘Remedial Action Plans’ (RAPs) of three or
more stages. For example, one North American river protection scheme drew up a
plan that identified environmental problems and sources of pollution, evaluated and
carried out actions to restore the area, and confirmed that these actions had been
effective

These actions normally have negative effects on a company’s image and profits. A
fine balance is often struck between denying the existence of problems or

42
wrongdoing and choosing to publicize this existence before being exposed removes
the company’s ability to control the way any scandal is seen.

Guidance & Support

Approach to learning, and this is achieved through our communicative and

proactive staff and a well-designed support structure.

Admission to secondary school is inclusive and we admit students with mild to

moderate learning needs, in such cases that the school feels confident that it can
provide optimally for the student’s care and education, without negatively
impacting the safety or learning experience of other enrolled students. Once a
student is accepted to the school, the staff is committed to guide and assist the
student with any learning difficulties, where possible, to ensure equal access to the
curriculum. For more information, please view the Learning Support Policy at the
bottom of this page. He support structure is designed to provide support to students
with learning, socio-emotional and medical needs. Frequently meets with mentors
and teachers, ensuring the school has a responsive approach to individual students.

The secondary school endeavors to monitor and support students with difficulties.
This role includes:

 overseeing all support (learning, socio-emotional and medical needs) within

the school
 coordinating the student mentors
 supporting mentors and teachers in helping students with more complex
issues
 liaising with parents, external professionals and teachers
 ensuring that agreements are being carried out
 ensuring the expectations of the school are communicated clearly to parents
and students
 ensuring accurate record keeping

43
 TOPIC QUIZ

I. The rules and criteria of evidence evaluation are listed and explained
II. Evidence evaluation and judgement concepts are explained in terms of
competency levels, purpose, impact and mitigation
III. Feedback practices are explained for various stakeholder needs
IV.

44
KM-05-KT04: Assessment administration and regulatory practices

KT0401 Standard assessment documentation management

KT0402 Rules of certification (Statement of results, National Certificates)
KT0403 Record management practices

Standard assessment documentation management

Management of Assessment

In the Construction Education and Training Authority, the Education and Training
Providers are responsible for the management of assessment processes being
conducted by assessors registered to assess unit standards and/or qualifications
within the primary focus of Catamite is important that Education and Training
Providers to have high quality assessment practices to ensure that the success and
credibility of the outcome-based education and training system.

Assessment events are designed at the element level as a minimum square Bullet
lite

Assessors has considered all matters contained in performance criteria in the unit

Assessment use the least amount of evidence that is needed for the assessor to
make a valid professional judgement that competency has been achieved

Document storage is a vital part of effective document management. As a thriving

business you can’t afford to misplace or lose essential documentation. By law,
publicly traded companies are required to retain records over a specified period of
time and without a document archiving system in place paperwork can become
overwhelming and uncontrollable.

The Document Warehouse specializes in providing organized and secure document

storage archiving solutions so that you have more time to concentrate on your core
business. Documents are systematically filed, either by TDW staff or your

45
employees (under our direction) and placed in specially designed storage boxes for
safe keeping. Details of each file are captured on our secure database, according to
your company’s requirements.

The Benefits of Our Document Archiving Services

Effective document management

Regular reports are sent to our customers detailing all the archived files. Any
movement of files is recorded and a monthly statement is available upon request
which lists all activity, revealing all movement.

Document destruction

Each box is allocated a destruction date according to the laws that govern them and
our customers’ requirements. Prior to this date, you will be provided with a printout
of all the files flagged to be destroyed. Only with your written authorization will we
proceed to eliminate these files.

Document Security

Fire – Our fire prevention facilities include pumps, tanks, sprinklers, hydrants, hose
reels, hand held extinguishers and dense smoke detectors which are connected via
control panels to our security office. Theft – Multiple physical deterrents have been
installed. In addition, all facilities are patrolled on a 24-hour basis and have a direct
link to the security company’s control room.Unauthorised access – Only individuals
that have been authorized by our customers and our security-cleared personnel
have access.

Rules of certification (Statement of results, National Certificates)

Certified Statement of Results is an official copy of the final examination results

held by CCEA. This certified document is accepted by educational institutions and
employers. It lists your subjects and grades, as shown on your original certificate.

We will issue a Certified Statement of Results if you have lost or did not collect your
certificate from your centre and they no longer have the origin

46
Replacement Certificate

We can only issue an original replacement certificate if the originals were damaged
or defaced. Please return your original certificate(s) with a completed application.
This service is only available for certificates issued from 2001 onwards.

All candidates receive a Statement of Results, and if they are successful in the
exam they will also receive a certificate.

Statements of Results are released online, approximately four to six weeks after the
exam for paper-based exams, and two to three weeks after the exam for computer-
based exams. The majority of your students’ results will be available at the start of
the release window, with any outstanding results being released in the days
following.

National Senior Certificate or NSC is a high school diploma and is the main school-
leaving certificate in South Africa. This certificate is commonly known as the
matriculation (matric) certificate, as grade 12 is the matriculation grade. The NSC,
previously known as the Further Education and Training Certificate or FETC,
replaced the Senior Certificate with effect from 2008 and was phased in starting
with grade 10 in 2006.

Pupils study at least seven subjects, including two compulsory official South African
languages, Mathematics or Mathematical Literacy, Life Orientation and three
elective subjects. Students have the option of either taking the NSC (National Senior
Certificate) or the NCV (National Certificate Vocational).

Subjects are all taken on the same level - there is no higher or standard grade as in
the past. There are three pass levels, each with different pass requirements. First is
a pass with higher certificate, and one must obtain 40% in home language, 40% in
two other subjects and must obtain 30% in three other subjects. A learner, who
passed matric with higher certificate level, cannot enroll for a University Degree or
a Diploma at an institute of higher learning. The mean mark in any subject is usually
about 55. Only a small proportion of candidates score an 'A' in any subject (from as

47
little as 2% to a maximum of about 10% in subjects taken by highly select groups.)
A further 8 – 15% is likely to gain a 'B' and about 20 – 25% achieve a 'C' grade. The
National Senior Certificate is a group certificate and records an aggregate mark.

The Department of Basic Education has responsibility for general educational policy
to be implemented by nine provincial education departments and private providers
such as the Independent Examinations Board (IEB). There are nine provincial
examination boards and three independent boards, of which the IEB is the biggest.
The IEB operates on a national level catering primarily for independent schools.

Record management practices

Records management, also known as records and information management, is an

organizational function devoted to the management of information in an
organization throughout its life cycle, from the time of creation or inscription to its
eventual disposition. This includes identifying, classifying, storing, securing,
retrieving, tracking and destroying or permanently preserving records. Defines
records management as the field of management responsible for the efficient and
systematic control of the creation, receipt, maintenance, use and disposition of
records, including the processes for capturing and maintaining evidence of and
information about business activities and transactions in the form of records"

An organization's records preserve aspects of institutional memory. In determining

how long to retain records, their capacity for re-use is important. Many are kept as
evidence of activities, transactions, and decisions. Others document what happened
and why. The purpose of records management is part of an organization's broader
function of Governance, risk management, and compliance and is primarily
concerned with managing the evidence of an organization's activities as well as the
reduction or mitigation of risk associated with it.

48
 TOPIC QUIZ

I. Assessment administration requirements for different stakeholder needs

are explained

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Shepard, Lorrie A. (2005). "Formative assessment: Caveat emptor" (PDF).
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 R. Pr ́ egent, Charting your course: How to prepare to teach more
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Cauley, K, M.; McMillan, J. H. (2010). "Formative Assessment
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