ASQA’s Guide to Developing Assessment Tools was designed to help Registered Training Organisations and their assessors create suitable Assessment Tools that:
- meet the Standards
- deliver job ready, skilled graduates
We know what you’re thinking… “That sounds important, and complicated!”
It is important! However, it doesn’t have to be complicated.
Here, we unpack ASQA’s Guide to Developing Assessment Tools in three steps:
As assessments are the final stage in confirming a learner has the required skills and knowledge to be able to perform a task, when planning for assessment RTOs will need to consider how a learner will:
- Demonstrate the task
- Know what they need to do to complete the task and why
- Demonstrate that they can perform the tasks in different contexts and environments
RTOs will need to consider the components of the training package or accredited course and identify all the requirements a learner must show to demonstrate competency. ALL requirements of the training package or accredited course must be addressed. This may require multiple assessment methods.
For example, let’s take a look at some of the mapping of Unit CPCCPD3024A, Apply paint by spray:
There are a number of different ways to assess a learner’s competence for the above criteria using the following instruments:
- Does the learner follow instructions?
- Does the learner understand and implement all safety requirements?
- Does the learner select the appropriate tools for each task?
- Does the learner understand the requirements of the task?
- Can the learner clearly explain their reasoning?
Multiple choice questioning
- Can the learner select the appropriate response when given multiple options?
2. Design and Development
An assessment tool includes a number of components that make sure assessment is conducted in such a way that it is fair, flexible, valid and reliable. These components include:
- Context and conditions of assessment
- Task to be administered to the student
- An outline of evidence to be gathered from the candidate
- Evidence criteria used to judge the quality of performance
- Administration, recording and reporting requirements
What Does Great Assessment Design Look Like?
When designing assessments, begin by looking at the performance evidence requirements. This will give you an idea of the types of tasks learners need to complete in order to prove competency. When you have a good idea about these, have a look at the performance criteria and knowledge requirements and use this to create assessment tasks.
Most of the time, performance evidence requirements must be demonstrated to prove competency; in this case, design practical tasks that meet these requirements.
And make it visual! The adoption of online assessment has allowed RTOs to really take their assessments to the next level. Whether learners are doing their assessments in class or offsite, technology provides an interactivity that just isn’t possible on paper.
Some examples include:
- 360 degree tours using photo and video that includes different interactive overlays such as notes, maps, music, background, audio, etc.
- Interactive presentations, infographics, videos, quizzes, etc.
There is software readily available that makes it easier to create this type of content.
3. Quality Checks
The following quality checks should be undertaken before administering a new assessment tool:
- Additional consultation with industry will confirm if the content of the tool is accurate and relevant to the workplace.
- Analyse the tool with other trainers and assessors, some of whom may not be industry experts but who have current skills and knowledge in VET learning and assessment.
- Putting the tool through its paces with a trial before it is used by learners will test the effectiveness without affecting a learner.
Assessments that are developed in accordance with the Standards and designed with performance and evidence criteria in mind will benefit everyone at your RTO; the Trainers, Assessors and Students, for the long-term.
To read ASQA’s Guide to Developing Assessment Tools in full, click here.
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