Designing assessment activities
When designing assessment activities, it's important to identify the unit standards' required outcomes and assess against these.
Outcomes identify the skills or knowledge candidates need to achieve.
Evidence requirements and range statements identify the evidence you should consider.
Assessment activities
Assessment activities assess against unit standards' outcomes.
The activities you choose should provide instructions that are clear, complete and easily understood.
All assessment activities should give candidates the opportunity to meet the requirements of the unit standards.
Assessment schedules
Assessment schedules specify the evidence expected from the candidate for each element being assessed.
They also include judgement statements that identify the standard to be achieved.
Helpful links
Assessment tools and approaches
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Designing assessment tasks
There are a few things you need to consider when designing new assessment tasks:
- Which outcome or outcomes 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 need to be incorporated into the assessment activity?
- What conditions should apply (test conditions, assessment completed in candidate's own time, reference to source documents allowed, and so on)?
- What degree of learner 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? Is there enough evidence to make a judgement about competence, and could the candidate perform to the required standard consistently?
- Does each assessment task validly assess the outcome? Does it assess what it should assess (in terms of the standard) and not something else?
- Can you assure authenticity, did the learner produce the evidence, or is outside assistance distorting the assessment?