RPL+Questions+21+-+23

// 21. Provide two examples that demonstrate why your chosen assessment method is appropriate for collecting quality evidence? What tools did you develop? //

The first assessment was an opportunity for students to demonstrate their ability to enhance photos (these were photography students). We taught them how to use Photoshop and the tools and techniques for correcting photos. For the assessment we gave them 5 photos that needed improvement. We then gave them time in the computer lab to complete this assessment, as we could not assume that each student had Photoshop at home.

The time and date of the assessment as clearly stated on the assessment tool along with a description of the relevance of the assessment task.

We developed an assessment tool that gave clear instructions about what was expected this included:
 * Evaluate each image and determine what tools are required to correct the anomalies
 * You will save your images in the correct folder: digital_images/assess1
 * Each file will be will be named according: first_name_original-filename
 * You will save as an uncompressed TIF file format
 * Once you have determined the fault of each image you will correct that image to give the best appearance, using Photoshop’s tools and techniques as you have been taught
 * Each image will conform to a standard size of 5“ * 7 “ (inches) and resolution of 300 dpi

This was then backed up with a marking guide on the assessment tool


 * ** ü **** / x ** || ** Task ** || ** Comments ** ||
 * || Attended class for marking ||  ||
 * || Correct folder structure ||^  ||
 * || Correct file names ||^  ||
 * || TIF file formats ||^  ||
 * || Resized according to instructions ||^  ||
 * || * Size ||^  ||
 * || * Resolution ||^  ||
 * || Images improved appropriately ||^  ||

This assessment covered elements 1, 2, 3 required skills, knowledge and addressed the critical aspects of evidence:


 * // production of digital images which demonstrate a command of selected techniques and which are consistent with the conceptual vision //
 * // knowledge of equipment and materials and how they are used and extended in the production of digital images. //

The second example is a web assessment, the unit requires the students to work as a team this is stated in the required skills and the critical aspects of evidence:

// creation of user interfaces that: //
 * // visually communicate to target user and audience //
 * // meet required standards and technical parameters of the specified platform //
 * // ability to work effectively as a member of a production team //

For this assessment they were put into teams, and had to research web development team roles and discuss websites, outlining what was good design and what did not work. They had to present their findings in a team presentation and they also had to as a team design a prototype for a web page. It was made clear that they all had to participate and they had to all take part in every aspect of the assessment. Time was giving to this in class which gave me the opportunity to observe the team work and encourage or advise as required.

This assessment had two parts the presentation and then the team had to come and have a discussion with me about the role of team members in a web company, I randomly questioned each member of the team and then sort additional information from other members.

An assessment tool was developed that gave an description of the task required, the time and date of the assessment and the requirements of the assessment and a marking guide was included so the students could see how they would be assessed.


 * ** ü **** / x ** || ** Task ** || ** Comments ** ||
 * || Meet Deadline ||  ||
 * || All members of the team participated ||^  ||
 * || Discuss the research the team carried out regarding web sites design ||^  ||
 * || Use screen captures to show three sites and discuss: ||^  ||
 * || * what worked ||^  ||
 * || * what did not work ||^  ||
 * || Present interface design - Mock up page design with sample text and images ||^  ||
 * || Show specifications for website ||^  ||
 * || Discuss colour and the type of images that will be used ||^  ||
 * || Research various web development software currently being used ||^  ||


 * ** ü **** / x ** || ** Task ** || ** Comments ** ||
 * || Discuss the roles of a development team ||  ||
 * || Discuss how technical limitations can influence design ||^  ||
 * || Challenges faced when working in a team ||^  ||
 * || Discuss readability, usability and accessibility ||^  ||
 * || Discuss user centred design ||^  ||
 * || Discuss layout elements, typography ||^  ||
 * || Discuss copyright issues ||^  ||
 * || OHS issues for working on computers ||^  ||

// 22. Describe competency based assessment including how criterion-referenced assessment is distinct from norm-referenced assessment. //

Competency based assessment is the where the assessor makes a judgement about competency based on the evidence collected and making this judgement against the requirements of the Unit of Competence. This is to ensure that the person can perform the task to the required standard.

Competency standards are set but industry to ensure that successful students can perform the tasks that are required for employment.

Criterion referenced assessment is where a student is assessed against a set of requirements and determines if the student has met these requirements, if they have they are then deemed successful.

Norm referenced assessment is where a student is compared to the other students in the group and the result of the assessment is measured by where they sit in relation to the other students in that group, usually plotted against a bell curve.

Assessing against a unit of competency is a criterion based assessment. The student presents the evidence and is assessed against all aspects of the UOC. They have to prove they can perform the required competency and perform it over time. They are not assessed using percentages where a portion of the unit may not be understood or performed, as in norm-referenced assessment, and still be able to pass

// 23. What are your RTO’s requirements to record and report your training delivery? //

The RTO must retain records of students and their results of units they are or have enrolled in, they need to keep these for 30 years this is part of AQTF Condition 6. Also included in this condition is the requirement to have AVETMISS compliant data for all student records. They have to also report regularly to their registering body.

Standard 1 of the AQTF required the RTO to collect and analyse data for continuous improvement of its training and assessment. The RTO must also keep records of the lecturers’ qualifications as they relate to the required competencies for assessment and industry currency.

Standard 2 of the AQTF refers to current and accurate records for students and that they must have access to this information.