Conduct Assessment for dummies part 3

In this short video we look at Conducting Assessment for dummies part 1.

Links used in this video clip.

SAQA Website: www.saqa.org.za

TRAINYOUCAN Video Blog: www.youcantrain.co.za

httpv://youtu.be/9Y9v_ZddKjI

See our video online here: http://youtu.be/9Y9v_ZddKjI

ASSESSMENT PROCESS

GENERAL RULES

1. Use a black pen.
2. No single words or terms.
3. Time cost money.
4. No empty spaces.
5. Evidence, evidence and evidence.

PLAN FOR ASSESSMENT

What? = Did you review the unit standard? Equipment, workplace, documents required, do you have the scope to assess this, are you registered with that SETA?

Where? = Place, venue, arranged with who?

When? = When will this happen – might be a series of events over more than one day, who did you confirm this with?

How? = Why type of instructions will you use – any role-players involved?

PREPARE FOR ASSESSMENT

This can be a meeting with the learner (at least 24 hours before the time) to make arrangements for the assessment.

Why is this important? Try and answer the questions below and see for yourself.

• What happens if the learner comes to the assessment and he is not prepared. (Cost factor and who is responsible | disciplinary | cost)
• What must the learner bring. What happens if he tells you he did not know that he must do something, or bring a form with?
• Say for example the learner have special needs and you did not address it. He appeals and you get called into the SETA’s offices to answer.
• Going for a test is stressful, so put the learner at ease and explain the process.
• Do you own pre-assessment to see if the learner is ready or now. Ask him any question about the learning, or check how far is he with his projects or activities.
• You must do a role-play, so who is going to help you with this?

CONDUCT ASSESSMENT

• Examples of Instruments:
• Concept Maps – A diagramming technique for assessing how well students see the “big picture”.
• Concept Tests – Conceptual multiple-choice questions that are useful in large classes.
• Knowledge Survey – Students answer whether they could answer a survey of course content questions.
• Exams – Find tips on how to make exams better assessment instruments.
• Oral Presentations – Tips for evaluating student presentations.
• Poster Presentations – Tips for evaluating poster presentations.
• Peer Review – Having students assess themselves and each other.
• Portfolios – A collection of evidence to demonstrate mastery of a given set of concepts.
• Rubrics – A set of evaluation criteria based on learning goals and student performance.
• Written Reports – Tips for assessing written reports.

Other Assessment Types Includes concept sketches, case studies, seminar-style courses, mathematical thinking and performance assessments.

 Forms of Evidence

Evidence can come from a variety of sources. The assessor needs to ensure that he/she has enough evidence to make an accurate judgement about a learner’s competence.

•  Evidence of knowledge:        Assess the ability to recall information (written or oral examination).
•  Evidence of applied knowledge:      Assess the ability to apply knowledge and demonstrate performance in the workplace.
•  Evidence of understanding:             Assess the ability to understand the impact of applied knowledge in the context of the workplace.
•  Evidence of problem solving:           Assess the ability to analyse a problem and provide effective solutions.

 Types of evidence

•  Direct evidence : Evidence produced by the learner and direct observation of performance, while executing the task.
•  Indirect evidence : Evidence produced about the learner, either from another source or by the learner him/herself.
•  Supplementary evidence : Refers to past achievements of what the learner is capable of doing.

ASSESSMENT JUDGEMENTS

1. You can only find someone “COMPETENT” over collective questions, complete instrument or a full unit standard. This means that you cannot mark the person as competent for each questions or instructions.
2. We rate individual knowledge, questions or instructions with:
   • a rating scale
   •  Meet Requirements /Do not meet Requirements
   •  Yes/or No
3. You must collect a) evidence to provide proof that the assessment took place + b) collect evidence that the learner can perform the task + c) collect evidence that he/she practically can perform the skill / or performed it in the workplace.
4. Remember the rules of evidence:

• valid
• authentic
• consistent
• sufficient
• current

 FEEDBACK

This is where the Appeals Process always come in handy. Learners claim that you never provided feedback or told them what they did wrong. GET PROOF THAT YOU PROVIDED FEEDBACK!

• STRENGTHS AND WEAKNESSES OF FEEDBACK
•  TYPE AND MANNER OF FEEDBACK IS PROVIDED
  • Providing Constructive Feedback
  • Constructive feedback – An essential element of assessment
•  FEEDBACK OBTAINED FROM CANDIDATE
•  DISPUTES AND APPEALS
•  RECORDING OF FEEDBACK

REVIEW PROCESSES

• REVIEW STRENGTH AND WEAKNESSES
• FEEDBACK FROM RELEVANT PARTIES
• WEAKNESSES IDENTIFIED

Ever found problems with the Assessment Process or the Guide and no-one seems to take care of fix it? Well, this is where you provide feedback and review the entire assessment process to ensure this was properly.

Now what do you think is going to happen when the Moderator Moderates your Assessments 4 weeks later and find that you did not sign documents or included all the evidence in your Assessment Guide. He change the Assessment Decision from “Competent” to “Not-Yet-Competent”. The learner phones you and ask what’s going on?

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