Course Title: Design and develop assessment tools
Part B: Course Detail
Teaching Period: Term1 2020
Course Code: TCHE5903C
Course Title: Design and develop assessment tools
Important Information:
In order to successfully undertake all assessments tasks associated with this unit, it is highly recommended that you have access to a VET workplace so as to with engage with colleagues to conduct your trial and review of your assessment tools developed for tasks one and two.
School: 375T Vocational Design and Social Context
Campus: City Campus
Program: C5353 - Diploma of Vocational Education and Training
Course Contact: Mark Mossuto
Course Contact Phone: 9925 4929
Course Contact Email: mark.mossuto@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Office Administrator:
Raja Manchikanti
Tel: +61 3 9925 4933
Nominal Hours: 40
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None
Course Description
This course covers the performance outcomes, skills and knowledge required to design and develop assessment tools, including tools used in formative, summative and recognition of prior learning (RPL) assessment.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
TAEASS502 Design and develop assessment tools |
Element: |
1. Determine the focus of the assessment tool |
Performance Criteria: |
1.1 Identify a target group of candidates, purposes of the assessment tool, and the contexts in which the tool will be used 1.2 Access relevant benchmarks for assessment and interpret them to establish evidence required to demonstrate competence 1.3 Identify, access and interpret industry requirements and relevant contextualisation guidelines 1.4 Identify other related documentation to inform assessment tool development |
Element: |
2. Design the assessment tool |
Performance Criteria: |
2.1 Select assessment methods that support the collection of defined evidence, taking into account the context in which the assessment will take place, and meeting the principles of assessment 2.2 Enable candidates to show or support their claim for recognition of current competency through selected assessment methods 2.3 Consider different assessment instruments for the selected assessment methods to generate options for collection of evidence 2.4 Consider how the assessment instruments will be administered |
Element: |
3. Develop the assessment tool |
Performance Criteria: |
3.1 Develop specific assessment instruments that support the collection of evidence that meets the rules of evidence 3.2 Define and document clear and specific procedures instructing assessor and candidate on the administration and use of assessment instruments 3.3 Consider the requirements of assessment system policies and procedures, and address storage and retrieval needs, and review, evaluation and version control procedures as part of this process |
Element: |
4. Review and trial the assessment tool |
Performance Criteria: |
4.1 Check draft assessment tools against evaluation criteria and amend as required 4.2 Trial assessment tools to validate content and applicability 4.3 Collect and document feedback from relevant people involved in trialling 4.4 Make amendments to the final tool based on the analysis of feedback 4.5 Appropriately format, and file, finalised assessment tool according to assessment system policies and procedures |
Learning Outcomes
Upon successful completion of this course you will be able to:
. determine the purpose and focus of assessment tools
. design assessment tools
. develop assessment tools
. trial and review assessment tools
Details of Learning Activities
You will participate in online tutorials including activities such as: unpacking units of competency, designing and developing assessment tools and trialling and reviewing those tools. Other activities will include: online research and posting in the online discussion board. At RMIT Work Integrated Learning (WIL) refers to opportunities for you to experience either real or simulated workplaces within your program. WIL activities in this program include: • Simulations of training and assessment work environments • Work based projects completed within your own workplace. Many students who undertake this program are already employed in a training and assessment role. Some assessment activities are conducted in a workplace and you are encouraged to use your own workplaces for this.
Teaching Schedule
This unit is delivered over three (3) sessions covering the following content:
Session 1:
Description of an Assessment tool, Types of Assessment evidence, Determine the focus of the tools; Determining Benchmarks to be used, Assessment methods, Consider the candidate in the assessment process, consider assessment methods that support the collection evidence, the context in which the assessment will take place, meeting the Principles of Assessment, Rules of Evidence and Dimensions of Competency, required tasks for TAEASS502
Session 2:
Design and develop assessment tools Checklist – a Guide to developing a complete assessment tool, Step 1 – unpacking a Unit of Competence, Step 2 – Writing your assessment plan and Step 3 – Developing an Assessment Matrix
Session 3:
Design and develop assessment tools Checklist – a Guide to developing a complete assessment tool, Step 4 – develop your student instructions, Step 5 – develop your Assessor instructions and Marking Guides based on your selected instruments, Step 6 – Create a Final Result Summary sheet and Step 7 – Trial and Review your Assessment tool
This schedule is subject to change to accommodate the delivery and student cohort.
Learning Resources
Prescribed Texts
References
Other Resources
Electronic resources can be found in Canvas LMS.
Overview of Assessment
During the program you will complete assessment tasks which are listed, in detail, at the beginning of the course. These tasks include :
- Workplace based projects
- Contributions to online discussion forums
If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program manager or the Equitable Learning Services if you would like to find out more.
The Student Charter www.rmit.edu.au/about/our-education/supporting-learning-and-teaching/student-charter/ summarises your responsibilities as an RMIT University student as well as the responsibilities of the university.
Your course assessment conforms to RMIT assessment principles, regulations, policies and procedures which can be found on the RMIT University website at: http://www1.rmit.edu.au/browse;ID=qwxbqbg739rl1
Assessment Tasks
For TAEASS502, you are to complete three (3) assessment tasks to a satisfactory standard to achieve a competent result for the unit. You will design, develop, trial and review three (3) assessment tools, each tool must cover a different unit of competency in its entirety, plus answer ten (10) short answer questions. You will be provided with a range of templates on Canvas which you can use to develop and organise your evidence. These include templates for the following:
- Assessment Plan
- Competency matrix for mapping your assessment of a unit of competency
- Various assessment instrument types such as Observation checklist, folio of evidence and knowledge questions
- Assessor Instructions and Marking guides
- Assessment record and feedback
This is the first of three assessment tasks for this unit. You are required to plan, design and develop plus trial and review one complete assessment tool for an entire unit of competency.
You will complete this task in three parts:
- Planning a competency-based assessment that covers one entire unit of competency and its assessment requirements
- Designing and developing the assessment tool and all appropriate documentation that supports your assessment plan
- Trialling, reviewing and revising your assessment tool
- Planning a competency-based assessment that covers one entire unit of competency and its assessment requirements
- Designing and developing the assessment tool and all appropriate documentation that supports your assessment plan
- Trialling, reviewing and revising your assessment tool
Assessment Matrix
A detailed assessment matrix is available in the Canvas LMS
Other Information
In adherence with RMIT’s commitment to sustainability, trainers will seek to incorporate environmental concerns in the facilitation of this course. These include, but are not limited to:
- Conserving natural resources
- Using recycled materials wherever possible
- Minimising pollution
- Applying energy savings measures
- Reducing waste
- have a significant adverse impact on your performance in assessment or
- prevent you from attempting or submitting the assessment.
Course Overview: Access Course Overview