10Evidence in Assessment Evidence is information which, when matched against the relevant criteria, provides proof of whether the candidate is competent or notThere must be sufficient evidence to decide if the candidate has reached the required level of competenceCandidate to be advised if evidence is lacking and how the candidate might satisfy the requirements
11Non-discriminationAssessment process is fair for all candidates and adaptable to individual situationsNo discrimination on the basis of physical abilities, ethnicity, religion, gender, sexual orientation, language or any other personal bias of the Assessor
12Special needs Flexibility in the case of special needs, such as: Gallery access for disabled candidateAllowing for language barriers
13Using Assessment Teams Assessment by more than one Assessor can add weight to the assessment decisionNeed to resolve beforehand:The roles of each member of the teamHow the assessment decision will be reachedHow difference of opinion will be handled – majority decision or Lead Assessor’s decisionHow feedback will be given – as a team summary, by one team member, or by each memberThat the candidate is not intimidated
15Creating a Supportive Environment Show consideration and regard for the candidateEvaluate performance not personalityCommunicate clearly and effectively with the candidate in a friendly manner, recognising any language barriersRespect the candidate’s right to have views that may differ from the Assessor
16Creating a Supportive Environment The Assessor should behave such as to make the candidate believe the Assessor will be just and fair, including by:Remaining close but out of the candidate’s view while the assessment is taking placeFocusing attention on the candidate while providing feedbackEnsuring that the circumstances will allow the candidate to perform satisfactorily
17Making an Overall Judgement The stages of the process of making an assessment judgement are:Follow the Guidelines for WSF Assessors when completing the practical assessment form, thenMake the decision as to whether the necessary competence has been achieved
18Making an Overall Judgement The decision will include a degree of informed, subjective judgement based on evidenceThe Assessor must document the reasons for the decisionIf a final decision can’t be reached, the candidate will be required to undergo further assessment
19Communication in the Assessment Process Communication is a two-way processProvide clear instructions using language appropriate to the candidateLook and listen for indications that the candidate is listening and comprehending what is being saidEncourage candidates to ask questionsAllow time for questions either during or at the end
20Listening and Responding Maintain eye contactListen attentivelyAdopt an open, relaxed postureUse nods, smiles and phrases like ‘I see’, ‘go on’, ‘hmm’
21Common Assessment Problems Halo Effect - making decisions about a candidate based on previous behaviour rather than current performanceFirst Impression – making a decision early in the assessment, colouring the assessor’s later judgementContrast Effect - the quality of preceding candidates affects assessments made for later candidatesStereotyping - judgements made about a candidate’s personal characteristics rather than performanceSimilar to Me - candidates are judged favourably because their personality or refereeing approach is similar to that of the assessor
22Common Assessment Problems Giving more weight to positives than negatives - when a candidate performs unexpectedly well in some aspect, the assessor may have excessive expectations of the candidate for the rest of the assessmentExperimental Effect - the presence of the assessor may affect the outcome of the assessmentTall Poppy Syndrome - a candidate may be known to have exceptional ability and more weight is given to very small errors or differences
23Giving Feedback Provide honest, fair, clear and constructive feedback Encourage candidates to assess their own performance (not when performance has been poor and the candidate fails to recognise this)
24Guidelines for providing feedback Us an appropriate time and private placeBe honest, clear and constructiveFocus on performance not characteristicsDo not overload the candidate with informationUse the “Sandwich” technique:Outline positive achievementsGive constructive feedback on ‘gaps’ or errorsFinish with a supportive statement
25Guidelines for providing feedback Suggest ways of overcoming any gaps in competenceBe confident; there is no need to apologise for a negative resultOffer suggestions for future goals and training opportunitiesEncourage the candidate to ask questionsGive the candidate time to read and sign the Assessment sheet
26Encouraging “Not Yet Competent” Candidates Be precise about gaps in competenceSuggest strategies for further learning or practice to fill gapsBe positive without raising false expectationsArrange opportunities for further experience or and mentoring before re-assessment
27Reasons for Dissatisfaction with Feedback Feeling uncomfortable with face-to-face communicationAssessor and candidate not skilled in giving and receiving feedbackAssessor and candidate believe too much time and energy expended with little resultCandidates perceive little gain from the process
28Tips for Giving Feedback Encourage opennessPraise good workMake feedback timelyConvey respect and supportKeep comments impersonal and related to officiatingFocus on specific tasksEnsure comments are clear an understoodSupport negative feedback with dataLink negative feedback to actions for improvementListen objectively and don’t interruptTake feedback as advise, not a personal attackSummarise feedbackTake a problem solving approachAsk for suggestions for improvementThank the person for giving the feedbackPractice to improve
29Final Words Congratulate the candidate if successful Offer words of encouragement if notExplain the rest of the assessment process
30Recording Assessment Results Assessors should keep records to clarify queries or appeals that may ariseThe candidate has a right to receive a copy of the assessmentOriginal assessment sheet is forwarded to the WSF Office within 2 weeks of the date of the assessment
32The following exercise is designed to aid Assessors to comprehend the factors involved in creating a supportive environment for the assessment. When introducing himself or herself to the candidate, what three things should the Assessor be sure to communicate?What are some of the most important elements in the Assessor’s approach to the assessment, in order to foster a supportive environment?During the course of the match what should the Assessor do to ensure fairness?
34David referees a match with Jane as his Assessor David referees a match with Jane as his Assessor. The match is quite difficult with many interference decisions. David is clearly relieved when the match is over and appears to need time to regain his composure. Jane, however, asks him to join her straightaway for a debriefing session.Jane sits with David in an area open to players and other officials, and. she begins the debriefing with the following comment. “Well, I think you had a number of problems in that match, don’t you agree?’ When David says he is not sure what Jane means, she opens her Rule Book and begins to read the Interference Rule to him.She continues by commenting on every decision that, in her opinion, David got wrong. David becomes visibly more and more upset as Jane’s monologue progresses, but Jane carries on until she has discussed the last questionable decision. She concludes by saying: “Well, that is a failed assessment, I’m afraid. Would you please sign the Assessment Sheet here?” Then she leaves.In your opinion, is Jane’s method of conducting a debriefing acceptable?If you answered no to the above question, what elements of the debriefing were in your opinion questionable?How might Jane have conducted the debriefing in order to create a more supportive environment?
36At a debriefing meeting between the Assessor (Jane) and the referee candidate (David), Jane must inform David that, because he made a number of questionable decisions during his match, he has not achieved the required percentage of correct decisions concerning interference and therefore has not passed the assessment.How should Jane ‘break the news’ to David?What problems may arise in this situation?How might Jane handle any conflict with the candidate?How could Jane help David to improve?What could Jane say to encourage David to try again?