Presented by John Versluis What is Assessment? The Career and Technology Education and Training Framework

What is Assessment The gathering and judging of evidence about the performance of individuals Against the criteria for what people must know and be able to do within the context and specified in the skill standard Page 30

What is Certification Centerfor/ILO (1979) “formal recognition of persons’ occupational qualifications regardless of the way they have been acquired” Issued by an approved organization as an official document. Page 31

Parts of the Assessment Model Instruments or Tools for Assessment Assessor Training Assessment Guidelines or Strategies

Evidence l Observation of the performance of the task l Observation of what is produced l Verbal answers to questions l Information recorded in log books l Simulation in Class l Role Play l Video l Information supplied by other people l Acknowledgement of existing records of achievement l Supervisor report Direct Evidence Indirect Supplementary

Gathering the Evidence Holistic Questioning Simulation Skill Demonstration Direct Observation Indirect Observation Evidence of Prior Learning Holistic Skill Demonstration

Assessment in a CBET System l Performance criteria of the standard l Provide the documentary evidence l Provide guidance as to where and what the minimum performance is to achieve the standard l Guide trainers as to classroom or workplace process

What’s Driving This? l New jobs--and whole new industries--are emerging l Workers are changing jobs more often l Work is more information and knowledge based l Labor markets are more international l Skill demands are escalating: –foundation skills –technical skills l The need for workforce training and retraining l The need for continuous learning

Common Aspects of Poor Assessment l Assessment tasks do not match the performance criteria l Not clearly stated l Condition under which the task/s are carried out are not clearly stated l A reading level inconsistent with the Work Profile Level (too difficult) l Dominance of one evidence pathway l Assessment conducted out of context

Rules and Principles l Validity l Authentic l Sufficient l Current l Valid l Reliable l Fair l Flexible

VALIDITY AND RELIABILITY Reproduced from Implementing CBT, 1993 VALID AND RELIABLE RELIABLE BUT NOT VALID NOT VALID OR RELIABLE Can be compared with the performance of a shooter aiming for the bull’s-eye.

tAssessment System Overview tAssessor Qualifications and Training tDesigning Assessment Instruments Assessment Guidelines A description of the assessment system which operates in the Framework The assessor qualifications and the ways in which these can be attained The process involved in designing materials which enable assessors to gather sufficient, valid and reliable evidence for making decisions

Issues for Education Training and Assessment is directly related to what is expected in the workplace (competency/skill standard) Assessor: training, appointment and quality is moderated by industry Assessment instrument/tools are created at the same time as competency/skill standard Summative Assessment is a combination of classroom and workbased elements

Employer Evaluation of Employees MethodNew %Existing % Observation of Work 3342 Hands on Demonstration 1314 Samples of Work1119 Oral1815 Written Test41 Interview209 SWP USA 2000 Survey N=400

CBET Assessment Principles l Competency Standards form the basis of and for assessment l Assessment should lead to certification l Assessment should be endorsed by an ATO l Competency Standards are the “unit of currency” for recognition l Assessment for recognition shall be for current competence

System Features l RELATES TO TASKS WHICH DEMONSTRATE THE COMPETENCY l HAVE A SIMPLE RECORDING SYSTEM l BE VALUED BY INDUSTRY l CONTRIBUTE TO NATIONAL RECOGNITION l WORK FOR FORMAL AND INFORMAL TRAINING l BE COST EFFECTIVE

tAssessor Training to national assessor skill standards reassessed for process and technical ability endorsed by Industry steering committee worker confidence tModeration to ensure system is valid and reliable to ensure assessment is applied consistently to identify areas for improvement to update assessor skills Same minimum tools for everyone Maintaining Quality

Assessment System Specify the criteria Establish the strategies for assessment Gather the evidence Make a judgement Record the result Monitor and review CS QM/CS ASSESSOR ATO QM ASSESSOR Establish the Quality Policies and Procedures QM

Performance Assessment l Create performance assessments that will: –Show evidence of desired performance –Tie directly to industry expectations –Measure the level of achievement –Meet the competency requirements –Accurately reflect the desired outcomes –Enhance student/performer learning –Provide constructive feedback –Include dimensions of competence –Include Critical Outcomes

Instruments l Based on the performance criteria of the standard l Provide the documentary evidence l Provide guidance as to where and what the minimum performance is to achieve the standard l Guide trainers and students as to the performance expectations in the workplace l Open to all

Why Certify Assessors? l For Consistency in Assessment l For Reliability l For Articulation l For Credibility

Plan for Assessment l Organize the Assessment l Prepare candidates for Assessment l Be familiar with the particular business or occupational context l Anticipate evidence required l Confirm currency of Standard l Ensure that sufficient evidence can be collected

Conduct Assessment l Collect the evidence l Record the evidence l Make judgments. l Record the judgment l Provide feedback to relevant parties

Review Assessment l Review the individual assessment against the rules and principles. l Review the assessment outcome against the performance criteria. l Provide data for continuous improvement or both the Skill Standard, Assessment materials and Assessment process.

tIndividual Record assessment tools record performance performance certified by assessor training record book statement inserted in skills passport passport portable tSystem Record statement confirming skill issued by organization agreeing to mutual recognition assessors meet skill standards and endorsed by organization agreeing to articulation skill achievement database available for mutual recognition Based directly on skill standards tArticulation Recording Achievement

So What is Different l Training is geared towards some form of program l Training is aimed at the attainment of competence Learner achievement is measured on actual ability to do the job effectively Learner achievement is measured by knowledge of subject matter … Page 32