1. INTEGRATED ASSESSMENT

2. Integrated Assessment is: Assessing a number of Outcomes together Assessing a number of Assessment Criteria together Assessing a number of Unit Standards together Using a Combination of Assessment Methods & Instruments for an outcome(s)

3. Reasons for Integrated Assessment Assessing outcomes and/or assessment criteria separately may lead to: Assessment taking too long Giving no real assurance of overall applied competence Assessment being a burden / stressful to the learner Giving a disjointed learning experience

4. Good Assessment Principles Fairness Validity Reliability Practicability MUST assess the learner’s ability to perform CRITICAL overriding principle -> ETHICS

5. Formative Assessment… …Is designed to support teaching and learning …Assists in planning future learning …Diagnoses learners’ strengths and weaknesses …Provides feedback to the learner …Helps decide on the readiness of a learner to do a summative assessment …Is developmental in nature

6. Assessment in OBET Together these are a statement of the standards the learners are expected to achieve Applied Competence Assessment Criteria Outcomes & Competence Outputs / End Products Reflexive CompetenceFoundational CompetencePractical Competence In the form of… Measured by means of… Which measures… Consisting of… Emphasis on…

7. Summative Assessment… …Happens at the end of a learning programme …Determines whether the learner is competent or not yet competent …In OBET, learner readiness determines when the assessment will take place …Is carried out when the learner and the assessor agree that the learner is ready for the assessment

8. Types of Evidence Naturally occurring evidence (such as in a workplace setting) Evidence from other sources –Supervisors reports –Testimonials –Portfolio of work previously done –Logbooks –Journals –Oral questioning –Observation –Written assessments

9. Assessment methods and instruments INSTRUMENTOBSERVATION PRODUCT EVALUATION QUESTIONING WRITTEN / ORAL Alternative response questions Assertion/reason questions Assignments Aural/oral tests Case studies Completion questions Examination/tests Extended response question Grid questions Log books Matching questions Multiple response questions Oral response questions Personal interviews

10. Assessment methods and instruments (2) INSTRUMENTOBSERVATION PRODUCT EVALUATION QUESTIONING WRITTEN / ORAL Practical exercises / demonstrations Portfolios Projects Questionnaires Restricted response questions Role plays Simulations Short answer questions Structured questions

11. Direct Evidence Direct observation of tasks Questioning (i.e. written or oral) Product and output evaluation

12. Indirect Evidence Team outputs Work completed at an earlier stage Performance appraisals Training records Testimonials Reviews and Commendations Certificates and Qualifications Medals, prizes and trophies Customer / client ratings

13. Historical Evidence Projects and portfolios Completed work Video performance As per indirect evidence

14. MODERATION The main functions or Moderation systems are: –To verify that assessments are fair, valid, reliable and practicable –To identify the need to redesign assessments if required –To provide an appeals procedure for dissatisfied learners –To evaluate the performance of assessors –To provide procedures for the de-registration of unsatisfactory assessors –To provide feedback to various bodies, including the NSBs on unit standards and qualifications