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

Here’s a breakdown of several common assessment methods used in RTOs, analysing their suitability for gathering evidence and their alignment with nationally recognised training products, along with associated assessment instruments:

1. Written Tests:

  • Suitability for Evidence Gathering:
    • Effective for assessing knowledge, comprehension, and application of theoretical concepts.
    • Less effective for assessing practical skills or higher-order thinking skills.
  • Suitability for Training Products:
    • Well-suited for units with a strong focus on knowledge acquisition and theoretical understanding.
    • May not be ideal for units emphasising practical skills or complex problem-solving.
  • Instruments:
    • Multiple-choice questions, short answer questions, essay questions, case studies with written responses.

2. Practical Demonstrations:

  • Suitability for Evidence Gathering:
    • Excellent for assessing practical skills, ability to follow procedures, and application of knowledge in a real-world setting.
    • Can be time-consuming to set up and conduct.
  • Suitability for Training Products:
    • Essential for units heavily focused on practical skills and competency in performing specific tasks.
    • Less effective for purely knowledge-based units.
  • Instruments:
    • Observation checklists, skills performance rubrics, simulations, role-plays, practical projects with demonstrations.

3. Projects:

  • Suitability for Evidence Gathering:
    • Valuable for assessing a broad range of skills, including problem-solving, planning, execution, and communication.
    • Can provide evidence of independent learning and ability to apply knowledge in a sustained way.
    • Can be time-consuming for students to complete and for assessors to evaluate.
  • Suitability for Training Products:
    • Well-suited for units requiring trainees to integrate various skills and knowledge to achieve a specific outcome.
    • Not ideal for simple knowledge-based units or those focused solely on discrete skills.
  • Instruments:
    • Project briefs, project proposals, project plans, progress reports, final project presentations, project evaluation rubrics.

4. Portfolios:

  • Suitability for Evidence Gathering:
    • Useful for collecting a range of evidence over time, showcasing development and progress throughout the training.
    • Allows for showcasing a variety of skills and achievements.
    • Requires careful selection and reflection by students.
  • Suitability for Training Products:
    • Works well for units where skills development is gradual and evidence builds over time.
    • Less effective for units requiring a single, definitive assessment of competency.
  • Instruments:
    • Portfolio guidelines, reflection prompts, self-assessment tools, selection criteria for portfolio inclusions.

5. Case Studies:

  • Suitability for Evidence Gathering:
    • Effective for assessing analytical skills, problem-solving abilities, and application of knowledge to solve real-world scenarios.
    • Can be used to assess communication skills through written analysis or presentations.
  • Suitability for Training Products:
    • Beneficial for units where trainees need to demonstrate the ability to analyse situations, make decisions, and implement solutions.
    • Less effective for purely practical skill-based units.
  • Instruments:
    • Case study scenarios with written analysis prompts, presentation rubrics for case study presentations.

Choosing the Right Method:

The most appropriate assessment method depends on the specific learning outcomes, performance criteria, and skills targeted by the unit of competency. RTOs should consider a combination of methods for a more comprehensive evaluation.

Choosing a Combination:

In most cases, relying on a single assessment method won’t provide a complete picture of student competency. By combining various methods, RTOs can create a more comprehensive and well-rounded assessment strategy.

For example, a unit on customer service skills might incorporate a written test to assess knowledge of service principles, followed by a role-play simulation to observe trainees interacting with a mock customer.

By carefully considering these factors, RTOs can make informed decisions about choosing the right assessment method for each nationally recognised training product, ensuring a fair, valid, and reliable evaluation of student learning.