Introduction to

Assessment
Process,
Standardization
and Moderation
M O H A M M A D Z A F FA R K H A N
Agenda
Roles Involved in Qualification

Understanding the components of a Unit of Competency

Understanding the principles of assessment Planning assessment tools

Learning Outcomes and Feedback

EV Comments Discussion
Roles Involved in Qualification
Center Head
Over sees the complete operations of the qualification

Trainer
Main target is to make sure the knowledge is transfered

Assessor
Collects, evaluates and qualifies the evidence provided by the learners
Internal Quality Responsible the quality of the knowledge transfer and evidence
Assurer collected for the portfolio
External quality External representative appointed by the Awarding body Responsible the
Assurer quality of the knowledge transfer and evidence collected for the portfolio
 Understanding the components of a
Unit of Competency
What is a unit of competency?

A unit of competency is the specification of knowledge and skill, and the application of that knowledge and skill, to the standard of performance
expected in the workplace. A unit of competency is the smallest unit that can be assessed and recognised.
Competency standards define the skills and knowledge to operate effectively in employment and how they need to be applied. Each unit of
competency consists of several components

• employability skills are non-technical skills and competencies which play a significant part in contributing to an individual’s effective and successful
participation in the workplace

• elements within a unit of competency describe the skill outcomes that contribute to a unit or what skills are required to perform the work activity

• performance criteria specify the required level of performance or what level of skill is needed

• required skills and knowledge describe the essential skills and knowledge required to effectively perform in the workplace

• range statement relates to the unit of competency as a whole providing the range of contexts and conditions to which the performance criteria
apply. It allows for different work environments and situations that will affect performance

• evidence guide within a unit of competency describes the underpinning knowledge and skills that must be demonstrated to prove competence
Understanding the principles of
assessment Planning assessment tools
There are four Principles of Assessment; Fairness, Flexibility, Validity and Reliability
Fairness The Fairness principle is based on the individual learner’s needs being considered during the RTO
Assessment process
Flexibility The Flexibility principle, much like the Fairness principle, involves considering the various needs
of individual learners during the Assessment process.
Validity The Validity principle ensures that the Assessment decision is based on evidence of performance.
Essentially, it means that the assessment process does what it claims, assesses the competency of the
individual learner.
Reliability The Reliability principle refers to the consistency of RTO Assessment outcomes, meaning that
given the same conditions for the same unit of competency, all assessors should reach the same conclusion
regarding the competency of the learner.
Learning Outcome
•Learning outcomes: “statements of what a student will know, understand, and/or be able to do at
the end of a learning experience”.
•Having described your courses in terms of learning outcomes, you now want to find out whether
students have achieved them
•Specify the types of student performance that will provide evidence of learning
Assessment choices
How best to measure the wide range of learning outcomes? Types of test items to include?

Written, oral, practical, other techniques?

Balance between formative and summative purposes?

Continuous and/or terminal?

“Techniques” of assessment
Written: tests, examinations, assignments
Practical: skills testing; lab/workshop practice
Oral: interviews, various formats
Aural: listening tests
Project work: individual/group; research/design
Field work: data collection and reporting
Portfolio : combination of techniques
Purposes of Assessment:
feedback, diagnosis, motivation,
guidance, learning support,
selection, grading, certification,
progression, professional
recognition, gate-keeping…..
Giving feedback to students
Make it quick, clear and focussed
Relate it to the assessment criteria and learning outcomes.
Learning Outcomes are usually written at threshold level. “Learning outcomes should be
treated as threshold statements. They should not describe the performance of the
average or typical student as so many people in workshops seemed to assume” (Moon
2002 p. 8).
Use rubrics or formal marking schemes to show how well the requirements are met.
Steps in feedback:
◦ Affirm what is done well
◦ Clarify: ask questions about specific aspects
◦ Make suggestions for improvement
◦ Give guidance about what the student needs to do next
Learning outcome to Assessment criteria
Learning Outcomes Teaching and Learning Assessment
Activities
Cognitive Lectures •End of module exam.
(Demonstrate: •Multiple choice tests.
Knowledge, Comprehension, Tutorials •Essays.
Application, Analysis, •Reports on lab work and
Synthesis, Evaluation) Discussions research project.
•Interviews/viva.
Laboratory work •Practical assessment.
•Poster display.
Affective Clinical work •Fieldwork.
(Integration of beliefs, ideas and •Clinical examination.
attitudes) Group work •Presentation.
•Portfolio.
Seminar •Performance.
Psychomotor •Project work.
(Acquisition of physical skills) Peer group presentation •Production of artefact
etc. etc.
Learning outcome to Assessment criteria
Learning outcomes Teaching and Learning Activities Assessment
Module ED2100 10 credit module
Mark = 200
Cognitive Lectures (12) End of module exam.
•Recognise and apply the basic principles of
classroom management and discipline. Tutorials (6) Portfolio of lesson plans
•Identify the key characteristics of high quality science
teaching. Observation of classes (6) of experienced science
•Develop a comprehensive portfolio of lesson plans teacher
(mentor)
(100 marks)

Affective Participation in mentoring feedback sessions in Report from school mentor

•Display a willingness to co-operate with members of school (4)
teaching staff in their assigned school.
•Participate successfully in Peer Assisted Learning Participation in 3 sessions of UCC Peer Assisted
project Learning (PAL) Programme. End of project report.

Peer group presentation

(50 marks)

Psychomotor Teaching practice Supervision of Teaching Practice

•Demonstrate good classroom presentation skills 6 weeks at 2 hours per week.
•Perform laboratory practical work in a safe and
efficient manner. Laboratory work Assessment of teaching skills

(50 marks)