Training and assessment Day 01

I Principles of trainers
Trainers need to design and develop the following.

1. Objectives of the lesson
2. Learning activities for the lesson (e.g. content, delivery mode, resources)
3. Assessment tasks for the lesson

II Principles of assessment

1. Valid
   a valid assessment assesses what it says it assesses and is undertaken in a situation that matches the workplace requirement.
   i.e. if it is a practical task that you are assessing then you would request that they simulate the task for assessment not write about it.
2. Reliable
   the methods of assessment clearly show whether the learner has achieved competence. The evidence is real, not opinions or thoughts. Another assessor would also make the same decision.
3. Flexible
   the methods of assessment reflect the needs and circumstances of the person being assessed and the workplace.
4. Fair
   you are fair to all those seeking assessment. No-one is disadvantaged by the methods used. The assessment methods and evidence required match with the level of the competency standard.

III Rules of Evidence

1. The evidence gathered must be valid.
   i.e. if you were assessing a verbal communications competency for example, you may want to see the candidate communicating with a range of different people in a variety of situations and for a number of purposes.
2. There must be sufficient evidence.
   You need to gather enough evidence to be confident of the candidate’s ability to demonstrate competence; this will also help to ensure that the assessment is reliable (i.e. it can be replicated by another assessor).
3. The evidence must be authentic.
   Ensure that the work is that of the candidate’s. Direct evidence is the easiest to authenticate though not always possible.
4. The evidence needs to be current.
   It is important that any supplementary or indirect evidence is recent enough to :
   • Reflect the candidate’s current skills, and
   • Reflect the requirements of the current standards.

IV References and sources

ALTC Engineering and ICT statements

http://www.olt.gov.au/system/files/resources/altc_standards_ENGINEERING_090211.pdf

Aligning teaching for constructing learning, John Biggs

http://www.heacademy.ac.uk/assets/documents/resources/resourcedatabase/id477_aligning_teaching_for_constructing_learning.pdf

Tomorrow's Professor Mailing List

http://www.stanford.edu/dept/CTL/Tomprof/index.shtml

Msg.#1138 Top Ten Workplace Issues for Faculty Members and Higher Education Professionals

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1138

Tomorrow's Professor Msg.#849 Supporting Student Success Through Scaffolding

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=849

Tomorrow's Professor Msg.#1096 Lose the Lectures

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=1096

Tomorrow's Professor Msg.#498 The Constructivist View of Learning

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=498

Tomorrow's Professor Msg.#555 The Nature of Learning

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=555

Tomorrow's Professor Msg.#121 Tactics for Effective Questioning

http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=121

Questions for the revised bloom's taxonomy