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Generic computing levels 1 to 4 - developing assessment for unit standards

The main purpose of this resource is to assist assessors of generic computing unit standards to develop their own quality assessment material, whether they work in a school, tertiary or industry context.

The resource also provides some assessment ideas for specific standards - these are not the only ways to approach assessment against the selected standards, but will provide some ideas that you can adapt and apply in your own environment.

You are encouraged to use this resource and to give feedback to National Qualifications Services

The New Zealand Qualifications Authority would like to acknowledge all those whose work and experience have contributed to the development of this support material.

Unit standard assessment

Unit standards specify what a candidate for assessment needs to know, do, and understand. They are not lesson plans or programmes but specify outcomes to be achieved.

• The title is the main outcome
• The elements identify the more detailed outcomes against which candidates are actually assessed
• Everything else in the unit standard is intended to help the assessor make a quality judgement about whether a person achieves the required standard.

The following document includes definitions and explanations of the various parts of a unit standard that provide important information for assessors.

Definitions and explanations - view in Word or PDF

If you are a teacher, tutor or trainer as well as an assessor, you need to distinguish between what is to be covered in the learning programme and what is to be assessed by the unit standard. You need to make your own judgement about what you need to cover, based on the needs of your learners. The emphasis in a unit standard is on what is required to make a valid assessment judgement rather than what is required to be learnt, or how work must be done in detail.

Candidates are assessed against the outcomes as expressed in the elements. Performance criteria do not express outcomes. They and any range statements collectively indicate the evidence that an assessor must consider when making a judgement as to whether a candidate has achieved the desired outcome.

This is consistent with current best practice assessment where the element, rather than the performance criteria, is the basis of assessment judgements. Undue focus on the performance criteria often leads to over-assessment.

Assessment therefore involves:

• collecting evidence (as indicated by performance criteria and range statements) and making judgements (at element level) about a candidate's performance
• assessing against specific standards

It's useful to distinguish between task assessment and evidence assessment. As an assessor, you can provide candidates with a specific task to demonstrate their knowledge and skills in relation to the elements of a unit standard, or you can provide them with an evidence guide so they can sift through work they've already done to find something (or a range of things) they've done that matches all the criteria specified. Usually, a task is provided to a 'learner', whereas an evidence guide may be given to a more experienced candidate. Both types of assessment can be used in provider and workplace settings.

Whether it's by task or evidence, assessment can involve using a variety of methods and approaches (appropriate to the candidate and the context) that give the candidate the opportunity to show competence. Examples of possible methods are given in the following document.

Possible assessment tools and approaches for gathering evidence - view in Word or PDF

This section includes assessment ideas for unit standards 2781 and 2791, and information about portfolio and integrated assessment. Don't forget to take account of evidence that occurs naturally, as part of a classroom or workplace situation.

Useful reading...

• Best Practice in the Assessment of Unit Standards
• Appendix 1 of Learning and Assessment: A Guide to Assessment for the National Qualifications Framework - useful source for the principles of good assessment - also has a good section on sources of evidence.

Unit standard levels

Generic computing unit standards cover a range of levels. This resource relates to standards from levels one to four, and the descriptors for these follow. A complete set for all levels is included in the definitions and explanations document.

Assessment activity design

When designing assessment activities, you need to link the elements of the unit standard being assessed, the assessment activity and the assessment schedule.

Elements

• identify the outcomes to be achieved. Performance criteria and range statements identify the evidence to be considered.

Assessment activities

• assess against the elements.
• provide instructions that are clear, complete, easily understood and give the candidate the opportunity to meet the requirements of the unit standard(s).

An assessment schedule

• specifies the evidence expected from the candidate for each element being assessed
• includes judgement statement(s) which identify the standard to be achieved

Here is one model for an assessment schedule that clearly shows the links between the elements and the evidence required. There are other models that are equally effective.

A template of this assessment schedule is provided in the following document - view in Word or PDF

Points to consider when designing new assessment tasks

• Which element(s) will the assessment activity be based on?
• Can assessment against elements from other standards be integrated?
• Will the assessment be integrated with the learning programme or normal workplace activity, or will it be a special event?
• What underpinning knowledge, skills (including generic skills) and ideas required need to be incorporated into the assessment activity?
• What conditions should apply (eg test conditions, assessment completed in candidate's own time, reference to source documents allowed etc)
• What degree of student/colleague interaction and assessor assistance is allowable in completing the activity? Is specific direction or only general guidance appropriate?
• Will the candidate have the opportunity to produce sufficient evidence - that is, is there enough evidence to make a judgement about competence, and could the performance to the required standard be repeated with consistency?
• Does each assessment task validly assess the element/s - that is, does it assess what it should assess (in terms of the standard) and not something else?
• Can authenticity be assured - that is, is it the candidate who has produced the evidence, or is outside assistance distorting the assessment?

Planning aspects of some computing standards

Many of the generic computing unit standards include processing elements and performance criteria that relate to planning, designing and evaluating tasks and projects that meet the requirements of a brief. These components impact on both assessment activity design and the carrying out of assessment.

Guidelines for the planning process can be found in the following document - view in Word or PDF

Verification

Consider verification (documented and signed by verifier and/or assessor) as a method of gathering evidence. This is particularly valid where the assessment and gathering of evidence is based on demonstration of practical competence, or is naturally occurring over a period of time.

Verification can be provided by any person who works closely with the candidate, has sufficient relevant subject expertise, and understands the requirements of the particular assessment.

For example, a verifier could be the workplace supervisor or manager and the assessor could be a teacher/tutor/workplace assessor. Note that the assessor, not the verifier, is responsible for the final judgement decision.

Subject areas in generic computing

Computing is an activity that crosses a wide range of subject areas, and each area has its own range of requirements, skills and knowledge. The table in the following document table illustrates the range of subjects covered by computing standards up to level 4. Note that not all standards listed sit in the domain of generic computing.

View in Word or PDF

A brief description of each subject area follows, with links to related assessment resources. Please note that although the two/three fully-worked assessment samples have been designed for a specific assessment context, they can be easily adapted for other contexts.

Hardware and systems

These deal with the physical nature of computers and peripherals, and how they are connected and work. This area is for those who enjoy getting machines and networks to work. Unit standards 2780 and 2781 sit in this subject area.

The following document provides some ideas for assessing against unit standard 2780. View in Word or PDF

Programming

This area deals with writing computer programmes. Usually the people who do this will have good mathematical and logical skills.

Graphics, presentation and multimedia

This area is what is commonly called visual communication and is for the more creative. Often, a good feel for what works in art is an essential requirement. This area includes desk top publishing, document design, animation, multimedia, illustration and electronic presentations .

Business applications

Wordprocessing, databases, spreadsheeting and project management are the areas often seen as the main focus of this area. Project management requires specialist software, and is not just an action plan written in a word processor. Good analys ising skills are required for database design, and good mathematical skills are required for spreadsheet design. You can find an overview of requirements for standards in these areas in the two following documents.

• Spreadsheet unit standards: Comparison of requirements across levels - view in Word or PDF
• Database unit standards: Comparison of requirements across level - view in Word or PDF

The following fully worked resource for Unit Standard 2786 Create and use a simple computer flatfile database to solve a problem is included to give less experienced assessors an idea of how to approach assessment design, and what type of evidence should be expected from candidates who have met the standard's requirements. Assessors who choose to use the task without modification will need to be aware that the evidence guide is publicly available to prospective candidates as well as assessors. However, the ideas in this example can easily be adapted.

Assessment resource for unit standard 2786 - view in Word or PDF

The following task for unit standard 18742 Create and operate a relational database to provide a solution for an organisation has been developed for a workplace training context. It is accompanied by an assessor guide, which is not an assessment schedule or 'model' answer, but a guide to show the types of evidence required for a standard at level 4.

Task and assessor guidance notes for unit standard 18742 - view in Word or PDF

Internet and web

Web design has two distinct parts. There is the front end visual design done by the creatives, and there is the back end functionality done by a technical expert. Email and the use of the Internet is for everyone. An overview of web design standards is provided in the following document.

Overview of web design unit standards - view in Word or PDF

Computers and people

Everyone needs to learn to drive a computer, and many of the standards in other areas reflect those skills. Computers also have social effects on our community, and there are units relating to this as well.

Relevant qualifications

Generic computing unit standards can be credited towards a large number of national qualifications, including the National Certificate in Educational Achievement (NCEA), and are included in many provider qualifications as well.

National qualifications that significantly feature computing unit standards at levels 1 to 4 include:

• National Certificate in Computing Level 2
• National Certificate in Computing Level 3
• National Certificate in Computing Level 4
• National Certificate in Business Administration and Computing Level 2
• National Certificate in Business Administration and Computing Level 3
• National Certificate in Business Administration Level 4

The qualification documents for these can be accessed by using the NQF search or explore options to reach, for example:

• Computing
• Business Administration

General information

Gaining recognition for assessment skills

Assessors wishing to develop their skills should be aware of the following unit standards:

• 4098 Use standards to assess candidate performance
• 11551 Moderate assessment
• 11552 Design assessment
• 18203 Verify evidence for assessment for candidate

Many tertiary providers and industry training organisations offer training and/or assessment for these standards.

Requirements for assessing against generic computing unit standards

Providers and Industry Training Organisations (ITOs) must be accredited by the Qualifications Authority before they can offer assessment against generic computing unit standards. Once they are accredited, providers and ITOs assessing against unit standards must carry out internal moderation and engage with the external moderation system that applies to those unit standards.

Schools

Schools wishing to assess generic computing unit standards for the first time should refer to their School Principal's Nominee, Accreditation and Moderation Action Plan 0226 and NZQA Secondary Education Group's School Relationship Managers for further information.

All other providers

All other providers wishing to assess generic computing unit standards for the first time should refer to their provider contact person, Accreditation and Moderation Action Plan 0226, and NZQA Tertiary, Assessment and Moderation for further information.

Feedback on unit standards

Page updated: 20 May 2004