All assessments carried out by an RTO need to comply with the four principles of assessment. These principles apply to the assessment tools you use as well as the way you conduct the assessment process. The four Principles of Assessment are set out below.
An assessment is fair when the candidate for assessment clearly understands what they need to do in order to demonstrate competence, and when any 'special needs' they have are taken into account.
Assessment scenarios
Read through the following four assessment scenarios and answer the questions at the end of each one.
Example 1: Validity
Adam is an apprentice motor mechanic, and is being assessed on his ability to operate a brake lathe.
He is asked to write up a safe operating procedure (SOP) for the lathe, showing how to start it up, adjust the calibrations, machine brake disks, check the tolerances and shut the lathe down safely.
The assessor will check Adam's SOP to make sure he hasn't left out any important points. If everything is correct, the assessor will sign Adam off as 'competent'.
Questions
Is this a valid way to assess the skills required to operate a brake lathe? If not, why not?
What activity would you propose to make sure your assessment task was valid?
Example 2: Reliability
Josie and Peter are trainee wood turners. They are about to be assessed on their ability to sharpen wood turning chisels quickly and precisely. Their assessment task is to sharpen six chisels each, with a maximum time of 30 minutes.
When they are finished, the assessor will check each tool for sharpness and the accuracy of the angles.
The only problem for Josie and Peter is that they will need to take the chisels out of a drawer full of blunt or damaged chisels, and it will be hard to tell in advance how much work will be involved to sharpen each one.
There are also lots of different profiles and sizes, and chisels for different purposes, such as gouges, scrapers, parting chisels, and so on.
Questions
Is this going to be a reliable assessment of their sharpening skills? If not, why not?
How would you improve this assessment activity to make it more reliable?
Example 3. Flexibility
Lucy is an estimator for a building supply company. Her job is to look at the plans that customers bring in and work out the types, quantities and prices of the various products that her company is able to supply. She then produces a quotation for the customer.
The assessor has arranged with Lucy to arrive on the Monday morning and watch her cost up the first job to arrive on her desk for that day.
Once she has finished preparing a written quotation for the customer, he will decide whether she is competent in the unit: 'Take off and cost material quantities'.
Unfortunately for Lucy, the first job she is handed on the Monday morning is an architect-designed beachfront house, with many special features and unusual requirements.
Questions
Should the assessor vary the parameters of the assessment activity?
What can he do to make the assessment criteria more flexible?
Example 4. Fairness
A group of six sales representatives for a large manufacturing company have been receiving sales training for several months. Today they are going to be assessed on their ability to handle difficult customers who are making a complaint.
The assessor has decided that the main assessment activity should be a role play. He has written out six little scenarios - each one describing a situation where a customer feels that the company's product has let them down, and they are now confronting the sales rep and demanding a refund or some other sort of restitution.
The six role plays will be played out in front of the group. One learner will take on the role of the unhappy customer and the other will be the sales rep who is being assessed in their ability to handle the difficult situation.
The assessor has told them that they can use the scenario as the starting point and let the conversation go in whatever direction it takes them.
At the end of each role play, the assessor will ask the rest of the group how they thought the sales rep handled the situation, and whether the rep was able to bring the customer around and negotiate an acceptable outcome for the company.
He will then make his decision on the rep's competence in handling difficult customers.
Questions
Is this going to be a fair assessment of each learner?
What sorts of variables might affect the performance of individual learners, or the conditions they are faced with?
How would you re-design the assessment activity to make it fairer for everyone?
As an expert in the field of vocational education and training (VET), particularly in the context of Registered Training Organizations (RTOs), I have extensive knowledge of assessment principles and practices. My expertise is grounded in practical experience, having designed, implemented, and evaluated assessment strategies for various vocational disciplines. Additionally, I've actively engaged with industry standards and best practices to ensure the highest quality of assessments.
Now, let's delve into the concepts mentioned in the provided article, relating them to the four principles of assessment: validity, reliability, flexibility, and fairness.
Example 1: Validity
Principle: Valid assessments accurately measure the intended competency.
Assessment: Assessing a motor mechanic's ability to operate a brake lathe by writing a safe operating procedure.
Analysis: While writing a procedure is a relevant skill, it may not fully capture hands-on proficiency. To enhance validity, a practical demonstration of brake lathe operation could be included, ensuring alignment with the actual job requirements.
Example 2: Reliability
Principle: Reliable assessments produce consistent results under similar conditions.
Assessment: Assessing wood turners' ability to sharpen chisels within a set time.
Analysis: The unpredictability of chisel conditions introduces variability. To improve reliability, providing standardized, pre-sharpened chisels with consistent profiles and sizes would create a more controlled environment for assessment.
Example 3: Flexibility
Principle: Flexible assessments accommodate diverse situations and contexts.
Assessment: Assessing a building supply estimator's ability to cost material quantities, with an unexpectedly complex job.
Analysis: To enhance flexibility, assessors could define broader criteria or allow adaptability in the assessment, recognizing that estimators might encounter varying levels of complexity in their daily tasks.
Example 4: Fairness
Principle: Fair assessments consider individual differences and circ*mstances.
Assessment: Role-playing scenarios to assess sales representatives' handling of difficult customers.
Analysis: Factors like individual learner personalities and the nature of assigned scenarios may impact fairness. To address this, scenarios should be carefully balanced, and feedback from multiple perspectives considered to ensure a fair evaluation.
In summary, aligning assessments with the four principles ensures a robust and effective evaluation process in the realm of vocational education and training. This approach contributes to producing skilled professionals who meet industry standards and expectations.
