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- Assessment and moderation
- Development of assessment standards
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Designing assessment activities
When designing assessment activities, it is important to identify the required outcomes, and assess against these outcomes.
- Outcomes identify the skills or knowledge to be achieved. Evidence requirements and range statements identify the evidence to be considered.
- Assessment activities:
- assess against the outcomes
- provide instructions that are clear, complete, easily understood and give the candidate the opportunity to meet the requirements of the unit standard(s).
See Assessment tools and approaches for ideas.
- An assessment schedule (DOC, 28KB):
- specifies the evidence expected from the candidate for each element being assessed
- includes judgement statement(s) which identify the standard to be achieved.
Designing assessment tasks
When designing new assessment tasks, consider:
- Which outcome(s) will the assessment activity be based on?
- Can assessment against outcomes 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 (e.g. 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 student have the opportunity to produce sufficient evidence, i.e. is there enough evidence to make a judgement about competence, and could the performance to the required standard be repeated consistently?
- Does each assessment task validly assess the outcome, i.e. does it assess what it should assess (in terms of the standard) and not something else?
- Can authenticity be assured, i.e. is it the student who has produced the evidence, or is outside assistance distorting the assessment?