Transcript Click to add title - Australian Sports Commission

Assessor Training Program
Aim of the ASC Assessor
Training Program
‘To improve the quality of assessment within
the NCAS and NOAS.’
Assessor Training Competencies
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Plan and organise assessment
Assess the competence of a candidate
Develop assessment tools
Review & validate an assessment process
How will you be assessed?
• Modules 1 & 2 - Assessment Activity A:
Assessment simulation
• Module 3 - Assessment Activity B:
Develop an assessment tool
• Module 4 - Assessment Activity C:
Reviewing assessment
Why assess?
• Credentialing
• Recognition of Prior Learning / Current
Competence (RPL/RCC)
• Establishing training needs
• Assurance of progress
• Recruitment or promotion
What do you assess?
• Using standards to assess competence:
– Competency statements
– Learning outcomes
– Performance criteria
How do you assess?
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Interpret the criteria for assessment
Demonstrate good inter-personal skills
Select & apply assessment methods
Select and/or develop assessment tools
Make fair and objective judgements
Ensure evidence provided meets the required
standard/s
Module 1
Planning the assessment
process
Principles of assessment
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Validity
Reliability
Fairness
Flexibility
Types of assessment
• Diagnostic: identify training needs
• Formative: over a period of learning/ practice
• Summative: at the end of the learning/practice
Assessment methods
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Observing the candidate in action
Simulation/role-play/case study
Written tests
Oral tests, questioning or debate
Reports, projects, assignments,
worksheets
• Portfolio, journal or diary
Assessment tools
• Checklists
• Instructions for assignments, case studies,
scenarios
• Log books/diaries
• Exam papers
Gathering evidence
• Direct: ‘On the job’ coaching or officiating
• Indirect: Simulations, scenarios
• Supplementary: Third party input eg. from
a supervisor
Rules of evidence
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Valid: Is it relevant?
Authentic: Is it the candidate’s own work?
Sufficient: Is it enough evidence?
Current: Is it up to date?
Assessment plans
Should include:
• purpose of the assessment
• standards to assess the candidate against
• how the assessment will occur (including,
assessment methods and tools to be used)
• when and where the assessment will occur
• what resources are needed and any special
arrangements
Working as an assessment team
• Discuss roles and decision making
• Agree on how to handle differences of opinion
• Decide how feedback will be given
• Do not undermine the team’s decision
Recognition of Prior Learning or
Current Competence
• Skills & knowledge can be gained in many ways
• Still assessed against competency standards
• Candidate provides evidence such as:
– copies of certificates or qualifications from other training,
– relevant work samples, for example, training plans
– a resumé of experience
Module 2
Assessing competence
Creating a supportive environment
• Be positive, supportive and welcoming
• Communicate clearly with the candidate,
in a friendly manner
• Provide information such as time allowed
or other conditions
• Invite questions
Communication in assessment
• Two-way communication
• Provide clear instructions and check for
understanding
• Encourage candidates to ask questions
• Use questions and listen actively
• Provide feedback
Giving feedback after assessment
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Allow candidate time to collect themselves
Provide your thoughts on their performance
Ask questions if you need more information
Ask for the candidate’s thoughts
Be precise about gaps in competence
Outline the next steps in the process
Tips for giving feedback
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Choose the right time and place
Start and finish positively
Use questions
Do not overload
Be honest
Ensure confidentiality
Not yet competent
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Ensure result & feedback is given privately
Give result first (in a sensitive way)
Be precise about what was lacking
Provide options
Let candidate have their say
Be prepared for emotions (anger, tears,
sarcasm)
Using video for assessment
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Context (who the group is, session aims)
Get a copy of the session plan
How to ask questions of the candidate?
How will you provide feedback?
Recording and keeping results
• Complete assessment check lists fully ensure it is signed
• Who has access to assessment record?
• Comply with privacy requirements
• Store records for seven years (back ups of
databases)
Appeals processes
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Usually 30 days to appeal (in writing)
To be heard by an independent person
Candidate and assessor both to be heard
Candidate may be reassessed
Module 3
Developing assessment
tools
Assessment matrix
Assessment criteria
Assessment
methods
Outline the
key rules of
the sport
Practical observation
of candidate
Conduct a risk
assessment
Communicat
e with
participants
and parents
Prepare for
competition
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Written test
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Oral questioning
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Report
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Simulation/role-play/
case study
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Assessment methods and tools
Assessment method
Assessment tools
Practical observation
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Instructions to candidates and assessors
Observation checklist with criteria
Simulation, role-play,
case study
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Scenario to be simulated, or outline of roles or
issues to be covered
Observation check list with criteria
Written test
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Instructions to candidates
Examination questions/paper
Marking check list/answer guide for assessors
Reports, assignments,
projects
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Project brief
Marking check list/recording tool for assessors
Portfolio or diary
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Guidelines for candidates
Log book
Recording tool for assessors
Good assessment tools
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Layout easy to follow
Wording clear and concise
Provides instructions to candidates & assessor
Criteria clearly listed
Space to record answers & comments
Outcome is recorded + signatures, dates
What are assessment criteria?
Statements that specify:
• what is to be assessed
• the required level of performance
Note: assessment criteria are usually set out in
curriculum documents by the sport
Assessment policies
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Grading systems (eg. A, B, C, D.)
Time limits for assessment tasks?
Access to materials during assessment?
Range of environmental conditions?
How many attempts?
What is the appeals process?
Module 4
Reviewing and validating
assessment
Methods of reviewing
• Feedback from candidates
• Reflection by assessors
• Effectiveness of past candidates.
Achieving consistency
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Use of assessment panels
Meetings and discussions
Validation by 3rd party / peer review
Training & PD for assessors
Providing better tools & info to assessors
Common assessment problems
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Halo effect
First impression
Contrast effect
Stereotyping
Similar to me
Experimental effect
Giving more weight to positives than negatives
Tall-poppy syndrome