Assessor Training Program

1. Assessor Training Program

2. Aim of the ASC Assessor Training Program ‘To improve the quality of assessment within the NCAS and NOAS.’

3. Assessor Training Competencies • Plan and organise assessment • Assess the competence of a candidate • Develop assessment tools • Review & validate an assessment process

4. 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

5. Why assess? • Credentialing • Recognition of Prior Learning / Current Competence (RPL/RCC) • Establishing training needs • Assurance of progress • Recruitment or promotion

6. What do you assess? • Using standards to assess competence: • Competency statements • Learning outcomes • Performance criteria

7. How do you assess? • 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

8. Module 1 • Planning the assessment process

9. Principles of assessment • Validity • Reliability • Fairness • Flexibility

10. Types of assessment • Diagnostic: identify training needs • Formative: over a period of learning/ practice • Summative: at the end of the learning/practice

11. Assessment methods • 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

12. Assessment tools • Checklists • Instructions for assignments, case studies, scenarios • Log books/diaries • Exam papers

13. Gathering evidence • Direct: ‘On the job’ coaching or officiating • Indirect: Simulations, scenarios • Supplementary: Third party input eg. from a supervisor

14. Rules of evidence • Valid: Is it relevant? • Authentic: Is it the candidate’s own work? • Sufficient: Is it enough evidence? • Current: Is it up to date?

15. 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

16. 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

17. 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

18. Module 2 • Assessing competence

19. 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

20. 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

21. Giving feedback after assessment • 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

22. Tips for giving feedback • Choose the right time and place • Start and finish positively • Use questions • Do not overload • Be honest • Ensure confidentiality

23. Not yet competent • 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)

24. Using video for assessment • 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?

25. 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)

26. Appeals processes • 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

27. Module 3 • Developing assessment tools

28. Assessment matrix

29. Assessment methods and tools

30. Good assessment tools • 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

31. 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

32. Assessment policies • 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?

33. Module 4 • Reviewing and validating assessment

34. Methods of reviewing • Feedback from candidates • Reflection by assessors • Effectiveness of past candidates.

35. Achieving consistency • Use of assessment panels • Meetings and discussions • Validation by 3rd party / peer review • Training & PD for assessors • Providing better tools & info to assessors

36. Common assessment problems • Halo effect • First impression • Contrast effect • Stereotyping • Similar to me • Experimental effect • Giving more weight to positives than negatives • Tall-poppy syndrome