Course Content
Prepare to develop an assessment tool
1.1 Clarify tool purpose, target group and context of assessment 1.2 Analyse target group characteristics and identify their needs relevant to assessment tool design and development 1.3 Access and analyse nationally recognised units of competency to identify what is required to demonstrate competence 1.4 Analyse available assessment instruments for their suitability for use, and identify required modifications
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Plan and design an assessment tool
2.1 Review own skills and knowledge required to develop the assessment tool and identify gaps in subject matter expertise, industry relevance and industry currency 2.2 Address identified gaps according to organisational procedures 2.3 Determine steps and estimate time needed for the design and development of assessment tool 3. Design assessment tool 3.1 Review and select assessment methods appropriate to purpose, target group, required evidence collection and assessment context 3.2 Check and confirm that combination of assessment methods meets unit of competency requirements and supports principles of assessment and rules of evidence 3.3 Identify instruments required to collect evidence using selected assessment methods and according to organisational requirements
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Develop an assessment tool
4.1 Record the context and conditions for assessment 4.2 Develop tasks to be administered to candidates 4.3 Develop outline of evidence to be gathered from candidate 4.4 Develop instruments to be used to collect evidence from candidate in line with universal design principles and according to legislative and regulatory requirements 4.5 Develop criteria to be used to make judgements about whether competence has been achieved 4.6 Develop administration, recording and reporting requirements 4.7 Develop instructions for assessor and for candidate 4.8 Map assessment tool to the nationally recognised training product 4.9 Document draft assessment tool according to organisational procedures
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Finalise the assessment tools
5.1 Undertake a systematic review of the assessment tool according to organisational procedures 5.2 Trial assessment tool to validate its content and applicability 5.3 Collect and document feedback on assessment tool and amend tool as required 5.4 Finalise and store assessment tool according to organisational procedures
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TAEASS512 – Design and develop assessment tools
About Lesson

An RTO’s assessment system plays a crucial role in ensuring fair, reliable, and effective evaluation of student competency. Here are some key features of an assessment system that are directly relevant to developing assessment tools:

1. Alignment with Training Package and Standards:

  • Assessment tools should directly map to the relevant units of competency within the training package.
  • This ensures assessments measure the specific knowledge, skills, and performance criteria outlined for each unit.
  • The tools should also align with the broader national competency standards set by the Australian Skills Quality Authority (ASQA).

 

2. Validity and Reliability:

  • The assessment system should be designed to ensure validity, meaning it accurately measures what it’s intended to measure (student competency in the unit).
  • Pilot testing with representative student groups helps identify and address any potential validity issues.
  • Reliability refers to the consistency of assessment outcomes. The system should minimise the influence of assessor bias and ensure consistent results across different assessors.

 

3. Clear and Transparent Assessment Criteria:

  • Assessment tools should include clearly defined criteria against which student performance will be judged.
  • These criteria should be specific, measurable, achievable, relevant, and time-bound (SMART criteria).
  • Providing students with clear assessment criteria beforehand sets expectations and helps them prepare effectively.

 

4. Variety of Assessment Methods:

  • The system should utilise a variety of assessment methods to cater to different learning styles and skills.
  • This might include written tests, practical demonstrations, projects, portfolios, case studies, or role-plays.
  • Using a variety of methods provides a more holistic picture of student competency.

 

5. Flexibility and Adaptability:

  • The assessment system should be flexible enough to accommodate different learning environments and student needs.
  • For example, allowing for adjustments for reasonable adjustments for students with disabilities.
  • The system should also be adaptable to changes in industry practices or updates to training packages.

 

6. Documented Processes and Procedures:

  • The RTO should have clear documented procedures for developing, implementing, and reviewing assessment tools.
  • This documentation should outline the rationale for each assessment tool, the development process, and the version control procedures used.

 

7. Security and Integrity:

  • The RTO’s assessment system should have measures in place to ensure the security and integrity of assessment materials and processes.
  • This might include secure storage of assessment tools, authentication protocols, and procedures to prevent plagiarism.

 

8. Feedback Mechanisms:

  • The system should incorporate mechanisms for providing students with clear and constructive feedback on their performance.
  • Feedback helps students identify strengths and areas for improvement, guiding their learning journey.

 

By incorporating these features, RTOs can build strong assessment systems that provide a solid foundation for developing effective assessment tools.