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

A well-developed training and assessment strategy is crucial for creating effective assessment tools in an RTO context. Here’s a breakdown of the key components, features, and contents of such a strategy that directly influence assessment tool development:

Components:

Learning Objectives:

    • The strategy should clearly outline the specific learning outcomes for each unit of competency within the training program.
    • These learning objectives define the knowledge, skills, and behaviors trainees are expected to acquire.
    • Assessment tools should directly target these learning objectives to ensure they measure trainee competency in the intended areas.

Assessment Requirements:

    • The strategy should include details about the assessment requirements as outlined in the training package.
    • This includes the performance criteria, range statements, and assessment methods specified for each unit.
    • Assessment tools should be designed to cover all the elements and performance criteria outlined in the training package.

Learner Needs:

    • The strategy should consider the diverse needs and learning styles of trainees.
    • The chosen assessment methods within the tools should cater to these variations, allowing students to showcase their abilities effectively.

Industry Standards and Regulations:

    • The strategy should ensure alignment with the Australian Skills Quality Authority (ASQA) standards for assessment and training practices.
    • Assessment tools should reflect the specific skills and knowledge required in the relevant industry as outlined in the training package.

Resources and Logistics:

    • The strategy should consider the available resources for assessment (staff time, equipment, technology) and logistical constraints.
    • Assessment tools should be designed in a way that is practical and feasible to implement within the RTO’s limitations.

Features:

  • Alignment: The strategy should ensure a clear alignment between the learning objectives, assessment requirements, chosen assessment methods in the tools, and the national training package standards.
  • Validity: The focus should be on creating assessment tools that accurately measure what they intend to measure (student competency in the unit).
  • Reliability: The strategy should aim for consistency in assessment outcomes, minimizing the influence of assessor bias and ensuring consistent results across different assessors.
  • Flexibility: The assessment methods within the tools should allow for some flexibility to accommodate minor adjustments for reasonable adjustments for students with disabilities or cater to unforeseen circumstances.

Content:

  • Mapping Matrix: A clear mapping matrix linking the learning objectives, performance criteria, and chosen assessment methods within the tools for each unit of competency.
  • Assessment Methods Justification: A rationale for selecting specific assessment methods within the tools, explaining how they effectively address the learning objectives and performance criteria.
  • Type of Evidence: Specification of the type of evidence each assessment tool will collect (e.g., written responses, observations, project outputs) to ensure it aligns with the criteria being assessed.
  • Assessment Task Instructions: Clear and concise instructions for students on how to complete the assessment tools, minimising confusion and ensuring everyone understands the task requirements.

By addressing these components, features, and content within the training and assessment strategy, RTOs can lay a strong foundation for developing effective assessment tools that accurately measure student competency, meet industry standards, and cater to diverse learning needs.