Assessor Training Program Aim of the ASC Assessor

Assessor Training Program

Aim of the ASC Assessor Training Program ‘To improve the quality of assessment within the NCAS and NOAS. ’

Assessor Training Competencies • • Plan and organise assessment Assess the competence of a candidate Develop assessment tools Review & validate an assessment process

How will you be assessed? • Modules 1 & 2 - Assessment Activity A: Assessment simulation • Module 3 - Assessment Activity B: Develop an assessment tool • Module 4 - Assessment Activity C: Reviewing assessment

Why assess? • Credentialing • Recognition of Prior Learning / Current Competence (RPL/RCC) • Establishing training needs • Assurance of progress • Recruitment or promotion

What do you assess? • Using standards to assess competence: – Competency statements – Learning outcomes – Performance criteria

How do you assess? • • • Interpret the criteria for assessment Demonstrate good inter-personal skills Select & apply assessment methods Select and/or develop assessment tools Make fair and objective judgements Ensure evidence provided meets the required standard/s

Module 1 Planning the assessment process

Principles of assessment • • Validity Reliability Fairness Flexibility

Types of assessment • Diagnostic: identify training needs • Formative: over a period of learning/ practice • Summative: at the end of the learning/practice

Assessment methods • • • Observing the candidate in action Simulation/role-play/case study Written tests Oral tests, questioning or debate Reports, projects, assignments, worksheets • Portfolio, journal or diary

Assessment tools • Checklists • Instructions for assignments, case studies, scenarios • Log books/diaries • Exam papers

Gathering evidence • Direct: ‘On the job’ coaching or officiating • Indirect: Simulations, scenarios • Supplementary: Third party input eg. from a supervisor

Rules of evidence • • Valid: Is it relevant? Authentic: Is it the candidate’s own work? Sufficient: Is it enough evidence? Current: Is it up to date?

Assessment plans Should include: • purpose of the assessment • standards to assess the candidate against • how the assessment will occur (including, assessment methods and tools to be used) • when and where the assessment will occur • what resources are needed any special arrangements

Working as an assessment team • Discuss roles and decision making • Agree on how to handle differences of opinion • Decide how feedback will be given • Do not undermine the team’s decision

Recognition of Prior Learning or Current Competence • Skills & knowledge can be gained in many ways • Still assessed against competency standards • Candidate provides evidence such as: – copies of certificates or qualifications from other training, – relevant work samples, for example, training plans – a resumé of experience

Module 2 Assessing competence

Creating a supportive environment • Be positive, supportive and welcoming • Communicate clearly with the candidate, in a friendly manner • Provide information such as time allowed or other conditions • Invite questions

Communication in assessment • Two-way communication • Provide clear instructions and check for understanding • Encourage candidates to ask questions • Use questions and listen actively • Provide feedback

Giving feedback after assessment • • • Allow candidate time to collect themselves Provide your thoughts on their performance Ask questions if you need more information Ask for the candidate’s thoughts Be precise about gaps in competence Outline the next steps in the process

Tips for giving feedback • • • Choose the right time and place Start and finish positively Use questions Do not overload Be honest Ensure confidentiality

Not yet competent • • • Ensure result & feedback is given privately Give result first (in a sensitive way) Be precise about what was lacking Provide options Let candidate have their say Be prepared for emotions (anger, tears, sarcasm)

Using video for assessment • • Context (who the group is, session aims) Get a copy of the session plan How to ask questions of the candidate? How will you provide feedback?

Recording and keeping results • Complete assessment check lists fully ensure it is signed • Who has access to assessment record? • Comply with privacy requirements • Store records for seven years (back ups of databases)

Appeals processes • • Usually 30 days to appeal (in writing) To be heard by an independent person Candidate and assessor both to be heard Candidate may be reassessed

Module 3 Developing assessment tools

Assessment matrix Assessment criteria Assessment methods Outline the key rules of the sport Practical observation of candidate Conduct a risk assessment Communicat e with participants and parents Prepare for competition Written test Oral questioning Report Simulation/role-play/ case study

Assessment methods and tools Assessment method Assessment tools Practical observation Instructions to candidates and assessors Observation checklist with criteria Simulation, role-play, case study Scenario to be simulated, or outline of roles or issues to be covered Observation check list with criteria Written test Instructions to candidates Examination questions/paper Marking check list/answer guide for assessors Reports, assignments, projects Project brief Marking check list/recording tool for assessors Portfolio or diary Guidelines for candidates Log book Recording tool for assessors

Good assessment tools • • • Layout easy to follow Wording clear and concise Provides instructions to candidates & assessor Criteria clearly listed Space to record answers & comments Outcome is recorded + signatures, dates

What are assessment criteria? Statements that specify: • what is to be assessed • the required level of performance Note: assessment criteria are usually set out in curriculum documents by the sport

Assessment policies • • • Grading systems (eg. A, B, C, D. ) Time limits for assessment tasks? Access to materials during assessment? Range of environmental conditions? How many attempts? What is the appeals process?

Module 4 Reviewing and validating assessment

Methods of reviewing • Feedback from candidates • Reflection by assessors • Effectiveness of past candidates.

Achieving consistency • • • Use of assessment panels Meetings and discussions Validation by 3 rd party / peer review Training & PD for assessors Providing better tools & info to assessors

Common assessment problems • • Halo effect First impression Contrast effect Stereotyping Similar to me Experimental effect Giving more weight to positives than negatives Tall-poppy syndrome