Develop and Design Assessment Tools - Assignment Example

Response to questions. Section One. Response to question 2. A benchmark involves a reference point that is used in the measurement. In an assessment that is competency based, a benchmark refers to the standards of performance that are acceptable. The commonly acceptable benchmarks for competency based assessment include identification of the context of assessment, identification of the required outcomes, clarifying the requirements of the evidence, choosing the appropriate method of assessment, developing, designing, and adapting the tools of assessment, fitting the methods and tools to the context of assessment, refining and trailing the tools, and validating the methods and tools in terms of outcomes and context. Interpretation of the benchmarks would help in establishing the required evidences through identification of the type, quantity, and value of evidence that would be collected during the assessment. This would make the benchmarks demonstrate competency. Section Three Activity 9 Response to question 5. The instruments that would be used in collecting evidences in support of a competency judgment include checklists, questionnaires, and portfolio. For instance, observational or practical checklists can be use to indicate employability skills, vocational skills, practical skills, and workforce procedure application. An assessor needs to formulate checklists that would directly relate to the necessary industrial employment. In this regard, all the instruments used in the assessment would be made in the form of a visual presentation. The language that is used in these instruments would be fit with competency of the unit so as to understand the individuals who would utilize the instruments. These instruments shall use the formatting of a suitable paper, style guides, fonts, and visual presentation. These instruments would be accommodated for different number of numeracy and literacy requirements. The accommodation of the candidates shall be diversified. Additionally, these instruments would also have specific and clear instructions concerning the candidates and the assessor. Considering the environment of assessment which is an area of employment, these instruments would enable an assessor to gather the required evidences since they do map against the criteria of performance. These instruments would ensure the collection of quality, and sufficient evidence through making sure that the information within the instruments is understandable, relevant, clear, correctly written, maps the criteria of performance, take the relevant variables into consideration, uses language that the candidates would understand, and does not disadvantage the users. Activity 10 Response to question 1. Version control is a way in which a document theory is provided. Its key role is to keep records of the document review amendments and processes or improvement. In Delmonte Company, version control is a key section of the management of records since it a process that enables access, organizes, control, and protects the externally resource that is important (information). This organization has established three stages that are used in recording of the documents. These stages include disposal, use and maintenance, and receipt or creation. This company ensures that all the employees enhance order, accountability, and efficiency of the business conduct; giving out tangible savings in resources and time; maintain a memory that is corporate; have the interest of RTO, clients, stakeholders, and staff protected; documenting and supporting managerial decision-making and policy, and supporting the statutory obligations compliance. Delmonte Company uses the version numbering system in recording and documenting of its documents. This is a system that contains a number that is followed by another number after a point. The major revisions in the company are identified by the number that is positioned to the left hand side of the decimal point, and minor amendments are displayed through a number positioned to the right of the point. In many cases, version numbers normally begin with 1.0. The initial minor amendment could be represented by 1.1 while the eleventh minor amendment with no revision could be represented by 1.11. Each revision that is minor would make the number on the left have an increment of one and that on the right changing to zero. Documents that are drafted may begin at 0.1 which shows out the draft status. These documents could progress through many revisions up to when the final version is 1.0. In this respect, a date needs to accompany the final version. This company uses this system because it gives out wealth information at a glance hence allowing for easy identification of whatever has been happening on the documents. Section Four Activity 11 Response to question 1. Tools for assessment. Tool A: Questions on the operational plan. No QUESTIONS 1 What is the approximate daily achievement of an organization? 2 What are the resources that could be used in implementing an operation plan? 3 Identify the different correction actions that could be used in implementation of an operation plan. 4 What is the effect of new technology in implementation of an operation plan? 5 What are the similarities and differences between an objective and resources used in an operation plan? Tool C: Checklist on the operation plan. NO CONTROL POINT Complies (yes/no) N/A Justification Operation plan QUALIFICATIONS 1 Did the candidate follow a one-day course on detailing the resource required in implementation of an operation plan? 2 Did the candidate follow the two witness’s business plan inspection? 3 Did the candidate respond to the instructor’s inquiries in an appropriate manner? 4 Did the candidate take part in a one hour operational performance task? 5 Did the candidate follow a 60 minutes proposal presentation on the resource requirement? Tool C: Questionnaire on the operational plan. No QUESTION Answer 1 What are the motivational, supervisory, and support services that are required in an operation plan? 2 What are the traits of an adjusted operation plan? 3 How can an operational plan be adjusted? 4 What are the major challenges of implementing an operation plan? 5 How can one deal with the operation problems? These tools and the assessment plan were selected because they are suitable in assessing the skills of the candidates. The tools have been contextualized to fit the employment and industrial conditions in which an assessment candidate would work. This tools and assessment plan were collaborated by asking other assessors and other parties that were interested in the assessment. This assessment will adequately address the learning outcomes and the performance criteria because all these tools are contextualize to meet all the learning outcomes. In this respect, the instruments meet the standards of competency for all the competency units. Additionally, these tools reflect the assessment principles, and show out the compliance with equity and access principles, thus meeting the rules of evidences and addresses adjustments that are reasonable. This assessment would, therefore, meet the learning outcomes and criteria of assessment. This assessment would be conducted by firstly establishing the context of assessment. Secondly, the assessor shall prepare the candidates. The third step shall be the preparation and planning of the process of gathering evidence. This means that all the evidences shall be collected, and an assessment decision made. The last step that would be done by an assessor would be provision of assessment feedback, record and making a report of the results. Instructions to the candidates. For this assessment, candidates have been given three tools of assessment. For the first tool (Tool A), a set of five questions and an answer booklet have been given to candidates. The candidate is expected to write all answers in the booklet provided. This task would take forty minutes. For the second tool (Tool B), candidates will be given checklists to be answered. The candidates should fill all the blank spaces in the form. This task would take only twenty minutes. For the third tool (Tool C), a questionnaire with five questions would be given to the candidate. All candidates are expected to be responding to all questions in the questionnaire. This task would take only one hour. The whole assessment would take two hours. Instructions to the assessor. The assessor should supervise the entire assessment. For these tools, the assessor needs to give out the forms to the candidates, and read out the instructions for these tasks. After two hours, the assessor will collect all the answer booklets for analysis. This assessment instruction is appropriate because it gives both the candidate and the assessor the directions towards the assessment. The evidence would be collected by the candidates who would participate in a process of self-assessment. The gathered evidence could be recorded in a checklist which would enable candidates to know whatever is required for the assessment and the collection of the evidences that were necessary. The evaluation of evidence is done when an assessor compares the evidences of a candidate against that of the outcome of learning and the criteria of performance. This enables an assessor to make a final judgment of the given competency. The type and form of evidence that is needed, the utilized criteria during assessment, and decision making rules are the components that are needed to be made clear before the submission of the evidence and the decisions that were made. The RTO would keep a copy of the documentation that would be used to support the competency judgment. Assessors demonstrate sensitivity to accessibility and equity considerations, as well as candidate diversity through making reasonable accommodation that enable candidates having special needs to be involved in all procedures without disadvantages. This is achieved through making of methods and the learning materials accessible, adapting of the equipment and the physical environment, making sure the specialized resources are availed, making adjustments on the schedules and time frames, making adjustments on the evidence of gathering procedures and adjusting the procedures used in conducting the assessment. Response to question 2. Chart 1: Steps of designing and developing an assessment tool. Written / Oral Questions Response to question 1 Questions on decision making competency. NO QUESTIONS. Explain a scenario in which an employee developed a new approach in his existing work. Describe a situation in which an employee made some improvements to a service, process or product. Explain the innovation task that a n employee could have come up with in a duration of twelve months. Describe any business idea that could help in improving the prevailing situation in your work place. What are the strategic planning activities that an employee may be involved with in his work place? What are the activities or issues in an organization that would enhance the success of the company? What are the objectives and aspirations of a successful organization? Describe a scenario in which the subordinates were involved in decision making. Explain three examples of appropriate decisions that an employee could come up with in his work place. What are some of the difficult judgments that an employee could come across in his work place. These questions shall assess the ability of assessment candidates to come up with wise decisions. The answers to these questions would display the ability of candidates to think creatively, develop judgment, and vision in their place of work. These questions would be used to gather evidence concerning the prior knowledge of the candidates in this competency. Response to question 2. Evidence needs to be flexible, fair, verifiable, reliable, and consistent. This means that the evidence should be assessed, evaluated, and reviewed, so as to ensure that they would obtain whatever they are intended. This is determined due to the process of review in which the tools do not adequately map against the criteria of evaluation, and amendments (TAEASS502B, 2012). This needs to be put down as a portion of the control process version. Response to question 4. Specific skills are activities and role oriented technical skills competencies. They are normally applied in situations of employment. These include teamwork, communication, interpersonal skills, goal setting, and problem-solving skills. Generic competencies help in developing competencies that are new. They normally assist in producing outcomes that are categorized by maintenance and building of work relationship that are effective. They include flexibility, critical thinking, innovation, conflict management, and potential to establish relationships that are effective with work mates. Response to question 5. Unpacking and interpreting the learning competency means interpreting the criteria of performance against which the evaluation of assessment would occur. The title task in this case would be interpreted in the form of the competencies. Unpacking competency units help in the developing of a competency picture. Response to question 6. Assessment only pathway is a situation whereby there is no training that is structured, and the participants are needed to give out quality evidence concerning their attainment of units that are relevant. This pathway could operate in off the job or on job environments. The pathways are normally appropriate for individuals having overseas qualifications, existing workers, and migrants having work histories that are established. In this case, summative assessment methods would be used. On the other hand, assessment or learning pathways are circumstances in which the candidates take up a training program that is structured in the on-job, off-job, or a combination of the two environments. These are pathways that are specifically suited to apprenticeships that are new. In this regard, trainees may be given a reasonable formal mix and work experience that is structured. This type of pathway is normally suited in formative assessment approaches. This means that, assessment and learning would be integrated evidences of assessment is collected and the feedback given out to all the candidates following a daily basis. Through this training, a candidate would obtain the knowledge and skills that are identified in the competency standards that are relevant (TAEASS502B, 2012). Response to question 7. It is important to trial tools so as to ensure that the tools assess whatever they have been meant to assess. This is also important as it makes sure that the methods and tools that are meant to be used would be compatible with assessment tools that they were to utilize. Trailing enable the assessor to find out whether the tool is understandable, clear, correctly written, maps against the criteria of performance, makes use of understandable language, take relevant variables into consider, addresses the required comprehension level, and the candidates would not be disadvantaged by the comprehension levels. Response to question 8. Designing and developing of an assessment tool requires information from sources like time, activities of gathering evidences, procedural and policy requirements, applicable and legislation regulations, requirements of licensing, subject access, OHS specification and requirements, technology, equipment, availability of venue, and availability of consumables. Other sources may include assessment tools, learner guide, trainee book record, and professional materials. Project 1. For this project an existing tool of assessment would be adapted to meet the individual’s assessment needs. This project includes assessment in a leadership package. This package has three competencies namely communications, leading change and leading people. In this regard, the following tools of assessment shall be used in the assessment. Tools for the assessment training program. Tool A: Questionnaire on leading change. No QUESTION Answer 1 What is are the characteristic of change in an organization? 2 What are the traits of a responsible leader? 3 How can a leader direct change in his organization? 4 What are the results of a change in an organization? 5 What are the types of organizational change? Tool B: Checklist on communication O CONTROL POINT Complies (yes/no) N/A Justification COMMUNICATION SKILLS QUALIFICATIONS 1 Did the candidate follow a one-day course on practical role playing highlighting the communication principles? 2 Did the candidate follow the two witness’s teaching inspection? 3 Did the candidate respond to the instructor’s inquiries in an appropriate manner? 4 Did the candidate take part in a one hour communication task? 5 Did the candidate follow a 60 minutes radio presentation on communication skills? Tool C: Questions about leading people. What communication strategies do leaders use in managing their organizations? What is the role of a leader in community involvement? How can a leader integrate and balance home life and work? What activities could make a company to increase their profit? What strengths and talents of a leader are considered to be vital in his activities? How does a leader arrange the employee’s expectations with his team strategy? What is the biggest personal satisfaction that could be realized in leadership? What are the qualities of a good leader? Instructions to the candidates. For this assessment, candidates have been given three tools of assessment. For the first tool, a questionnaire with five questions would be given to the candidate. All candidates are expected to be responding to all questions in the questionnaire. This task would take only one hour. The whole assessment would take two hours. For the third tool, a set of five questions and an answer booklet have been given to candidates. The candidate is expected to write all answers in the booklet provided. This task would take forty minutes. For the second tool, candidates will be given checklists to be answered. The candidates should fill all the blank spaces in the form. This task would take only twenty minutes. Instructions to the assessor. The assessor should supervise the entire assessment. For these tools, the assessor needs to give out the forms to the candidates, and read out the instructions for these tasks. After two hours, the assessor will collect all the answer booklets for analysis. This assessment instruction is appropriate because it gives both the candidate and the assessor the directions towards the assessment. Tool for the assessment only process. Tool A: Questionnaire on leading change. No QUESTION Answer 1 Describe a situation where a change was introduced in an organization. 2 What are the traits of a responsible leader? 3 How can a leader direct change in his organization? 4 What are the effects of positive change in an organization? 5 What are the types of organizational change? Tool B: Checklist on communication O CONTROL POINT Complies (yes/no) N/A Justification COMMUNICATION SKILLS QUALIFICATIONS 1 Did the candidate identify the communication principles? 2 Did the candidate describe the communication system of an organization inspection? 3 Did the candidate respond to the instructor’s inquiries in an appropriate manner? 4 Did the candidate take part in a one hour communication task? 5 Did the candidate follow a 60 minutes radio presentation on communication skills? Tool C: Questions about leading people. What is the role of a leader in community involvement? How can a leader integrate and balance home life and work? How does a leader arrange the employee’s expectations with his team strategy? What is the biggest personal satisfaction that could be realized in leadership? What are the qualities of a responsible leader? Instructions to the candidates. For this assessment, candidates have been given three tools of assessment. For the first tool, a questionnaire with five questions would be given to the candidate. All candidates are expected to be responding to all questions in the questionnaire. This task would take only one hour. The whole assessment would take two hours. For the third tool, a set of five questions and an answer booklet have been given to candidates. The candidate is expected to write all answers in the booklet provided. This task would take forty minutes. For the second tool, candidates will be given checklists to be answered. The candidates should fill all the blank spaces in the form. This task would take only twenty minutes. Instructions to the assessor. The assessor should supervise the entire assessment. For these tools, the assessor needs to give out the forms to the candidates, and read out the instructions for these tasks. After two hours, the assessor will collect all the answer booklets for analysis. This assessment instruction is appropriate because it gives both the candidate and the assessor the directions towards the assessment. There are a number of methods that would be used in assessing the given competencies using the given tools of assessment. These include oral examinations, written examinations, report writing, and essay writing. These methods together with the tools of assessment would enhance a smooth assessment session. These tools would be trialled by other staff from different department. This would help to ensure that the tools measure whatever they have been meant to. The tools have been contextualized to fit the employment and industrial conditions in which an assessment candidate would work. This assessment tools would involve a number of commonly acceptable benchmarks for competency based assessment. The tools would ensure the identification of the context of assessment, identification of the required outcomes, clarifying the requirements of the evidence, choosing the appropriate method of assessment, developing, designing, and adapting the tools of assessment, fitting the methods and tools to the context of assessment, refining and trailing the tools, and validating the methods and tools in terms of outcomes and context. Interpretation of the benchmarks would help in establishing the required evidences through identification of the type, quantity, and value of evidence that would be collected during the assessment. The assessment plan and tools were validated by making sure that the focus of the assessment was on relevant skill mapping and competency areas. Validation was done through ensuring that the processed tools of assessment were as per the correct performance skill. The assessor ensured that tasks of assessment resembled those found within the workplace. Validation was done through the use of a variety of assessment approaches. References TAEASS502B. (2012). Develop and design assessment tools. Retrieved on 29th July 2012 from http://firstchoice.elearninglogin.com/ Read More