What is assessment?
Assessment is important as it directly impacts the learning process, learners, their future directions and careers. It also plays a role in shaping their experience and opinions of education and training. Assessment draws the learner’s attention to what is important to learn. It communicates to learners what they need to be able to do to succeed.
Before considering the why, what, how, and when of assessment practices, it is important to first examine what is meant by the term assessment. There are many definitions of assessment and you have come across some of them. For the purposes of this course let’s adopt the following definition, developed by the National Centre for Vocational Education Research (NCVER), Australia.
Assessment is the process of gathering and judging evidence in order to decide whether a person has achieved a standard or objective. NCVER 2013 Australia
Assessment of competence is the means by which evidence of performance is collected, compared with a standard, and a judgment about acceptable performance is made and formally recorded. The person is either Competent or Not Yet Competent. There is no rank order, no grades or banding because an individual’s abilities are compared with the standard, not with each other.’ [1]
What is an assessment tool?
An assessment tool, also called evidence‑gathering tool, contain both the instrument and the instructions for gathering and interpreting evidence in the assessment process. An assessment tool is made up of the following components:
- the context and conditions for the assessment;
- the tasks the learner needs to perform;
- an outline of the evidence to be gathered from the learner;
- the evidence criteria used to judge the quality of performance, for example, the decision‑making rules or judgments; and
- the administration, recording and reporting requirements.
The tasks to be performed by the learner, the outline of the evidence to be gathered from the learner and the evidence criteria used to judge the quality of performance are often referred to as the assessment instrument.
What is competency‑based assessment?
Competency‑based assessment is the process of collecting evidence and making judgements on whether an individual has achieved competence. This confirms that an individual can perform to the standard expected in the workplace as expressed in the nationally endorsed competency standards (where they exist). Competency standards sometimes are developed by relevant industry, businesses, community or professional groups. If there are no relevant nationally endorsed competency standards then the outcomes of accredited courses are used instead.
How is determined that an individual is competent?
An individual is competent after they have completed an assessment that verifies that all aspects of the unit of competency can be applied in an industry context. Just as learner drivers must demonstrate that they can drive a car by taking the examiner for a drive, learners need to demonstrate competence by undergoing an assessment process. Such assessment may involve a variety of methods. Individuals can be assessed during their training, at the end of their training, or without undertaking any training – for example, if they believe that they are already competent. The method and timing of assessment will vary depending on the assessor, the learner and the competency being assessed.
It is worthwhile exploring some of the definitions of assessment provided in the TVETipedia glossary. This glossary provides definitions and background information on a collection of terms that are commonly used in the area of TVET from various trustworthy sources. When reading the definitions do you notice a number of commonalities amongst them? Some include;
- the need for assessment to be a planned and systematic process
- the assessment to enable evidence collection that allows judgements to be made about the learning progress of an individual and their competence
- the use of assessment to inform future learning.
Consider the definitions, are there any that specifically stand out to you? Are there any that reinforce your previous experiences of what assessment, and especially good assessment, is and/or should be?
Share your favourite definition that best aligns to your practice and experience with assessment via forums.oeru.org.
What is assessment?
Assessment is important as it directly impacts the learning process, learners, their future directions and careers. It also plays a role in shaping their experience and opinions of education and training. Assessment draws the learner’s attention to what is important to learn. It communicates to learners what they need to be able to do to succeed.
Before considering the why, what, how, and when of assessment practices, it is important to first examine what is meant by the term assessment. There are many definitions of assessment and you have come across some of them. For the purposes of this course let’s adopt the following definition, developed by the National Centre for Vocational Education Research (NCVER), Australia.
Definition
Assessment is the process of gathering and judging evidence in order to decide whether a person has achieved a standard or objective. NCVER 2013 Australia
Assessment of competence is the means by which evidence of performance is collected, compared with a standard, and a judgment about acceptable performance is made and formally recorded. The person is either Competent or Not Yet Competent. There is no rank order, no grades or banding because an individual’s abilities are compared with the standard, not with each other.’ [1]
What is an assessment tool?
An assessment tool, also called evidence‑gathering tool, contain both the instrument and the instructions for gathering and interpreting evidence in the assessment process. An assessment tool is made up of the following components:
The tasks to be performed by the learner, the outline of the evidence to be gathered from the learner and the evidence criteria used to judge the quality of performance are often referred to as the assessment instrument.
What is competency‑based assessment?
Competency‑based assessment is the process of collecting evidence and making judgements on whether an individual has achieved competence. This confirms that an individual can perform to the standard expected in the workplace as expressed in the nationally endorsed competency standards (where they exist). Competency standards sometimes are developed by relevant industry, businesses, community or professional groups. If there are no relevant nationally endorsed competency standards then the outcomes of accredited courses are used instead.
How is determined that an individual is competent?
An individual is competent after they have completed an assessment that verifies that all aspects of the unit of competency can be applied in an industry context. Just as learner drivers must demonstrate that they can drive a car by taking the examiner for a drive, learners need to demonstrate competence by undergoing an assessment process. Such assessment may involve a variety of methods. Individuals can be assessed during their training, at the end of their training, or without undertaking any training – for example, if they believe that they are already competent. The method and timing of assessment will vary depending on the assessor, the learner and the competency being assessed.
Activity
It is worthwhile exploring some of the definitions of assessment provided in the TVETipedia glossary. This glossary provides definitions and background information on a collection of terms that are commonly used in the area of TVET from various trustworthy sources. When reading the definitions do you notice a number of commonalities amongst them? Some include;
Consider the definitions, are there any that specifically stand out to you? Are there any that reinforce your previous experiences of what assessment, and especially good assessment, is and/or should be?
Discussion
Share your favourite definition that best aligns to your practice and experience with assessment via forums.oeru.org.
Course developer
Partner