RPL+Questions+16+-+20

// 16. What interpersonal and communication skills do you use during the // // a)assessment process to support the candidate? // // b)assessment process to give feedback and receive to and from students? // // c)validation and moderation process? //

> I use encouraging language to help the students feel more confident. I invite question in the preparation for an assessment and provide practice exercises and explanations leading up to the assessment. > I often talk to students about how an assessment is a time for real learning to take place as they have to do a task, manage their time, problem solve and test the waters of a job role. I use positive language when talking about assessments and tell them that I believe they can achieve the correct outcome. > > I in the first instance give extensive aural feedback but support this with written feedback to the students, using clear positive language. Feedback is important as the assessment a learning opportunity. > I am constantly questioning my students about how the unit is going, where they are having problems, how their course is going. I give feedback forms to the class so they can give me feedback about the unit. This gives me the opportunity to improve the unit where required. // 17. What are your RTO’s requirements to record and report your assessment decisions? //
 * 1) I make the assessment environment a safe place I ensure the students have the instructions with them so they are clear as to how they are going to be assessed. While I use the correct industry language in my assessment tools, I keep my language simple and clear.
 * 1) An assessment is where a student gets to show you what they have learnt so it is a good time to reward them with praise for the parts they have done well and to give constructive suggestions for any areas that may need work. Always refereeing back to the assessment instructions is important to reinforce the need to follow instructions in any work task. I use positive language and tone and congratulate the student on completing the assessment.
 * 1) For validation and moderation I am working with industry contacts and my colleagues so I use clear and professional language. I like to show respect for the person I am talking too and often use humour in my conversations to keep the tone friendly. I am polite and thankful for their time and efforts. I talk with an open mind ready to receive constructive input to the process.

Results must be entered into ASRI but the final week of semester (week 20) or if a term length unit, by the end of term (usually week 10). A copy of the results and the attached rolls are sent to the data integrity team to be checked. Usually a copy is also kept in the study area in case of future enquiries. // 18. Why do assessors need to validate (and moderate) and explain the legal and ethical responsibilities of assessors? //  Validation is a process used to make sure that the assessments for a UOC include all the requirements for that unit. It is also a process to include industry in the design of the assessment to make sure that they are relevant to current industry standards.  Moderation is when assessors come together to agree on the assessment process and reach agreement about outcomes, to ensure that all assessment are being judged equally.  Assessors must be qualified to assess and hold a relevant training qualification such as the Certificate IV of Training and Assessment, or the assessment units from the qualification. Where an assessor does not have the qualification they must be supervised by someone who holds the qualification.  We must ensure that we assess at the correct AQF level for the qualification.  We need to validate and moderate our assessments to make sure we are fair to students, to ensure we do not over assess and to keep the assessment relevant to industries needs. We must work together to make sure that who ever assessment the work will come up with the same impartial judgement based on the evidence supplied.

// 19. Give an example of where you have implemented changes to your own assessments as a result of participating in a validation. //  I have as a result of validation changed some of the wording in an assessment so that it was clearer. After some discussions with contacts from industry I have included more up to date design processes in my web classes, namely CSS and more design rules such as:  As a result of this I have noticed an improvement in the quality of the work the students are producing and they seem to enjoy the extra design information.  I have also had a part time lecturer, validate my assessments, who is working in the industry. This was very useful as they had the industry knowledge and the VET understanding. They reviewed my assessments, I made some minor changes to the language used as a result of their input.
 * Alignment
 * Rule of thirds
 * Colour theory

// 20. How have you worked with another assessor to identify the purpose of assessment, the benchmarks for assessment and how you will gather evidence for assessment? //

We got together and discussed where the unit was in regards to the whole qualification and had a look at the TAS for the course. We looked at the UOC and discussed the requirements as outlined in the UOC. We then talked about how this related to industry, fortunately the other lecturer involved is currently working in the industry and is a senior member of that Professional Body.

We discussed the best way to assess the unit, and then we constructed a mapping document, from this we came up with some draft ideas for assessment. We took these ideas to the rest of the study area to see how we could make our ideas for assessment more relevant to other assessments in the area. After discussions with the study area we refined the assessment ideas in the mapping document.

We discussed and agreed what would be appropriate evidence for the each assessment. From this we developed the assessment tools which included a marking guide on the assessment tool so students could clearly see what they would be assessed on.

We timed the assessment so they fitted well with other assessment in the area. From there we developed the learning plan to make sure that we were teaching all that the students required to complete each assessment.