Assessor Guide [PDF] - Competenz

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Norm-Referenced Assessment is the process of comparing a person‟s performance / learning against the performance of their peers (on a normal distribution curve, or a „bell curve‟). Grades are given according to their place/rank on the curve. This is often known as scaling. Language such as „above average‟, „average‟, and „below average‟ are associated with this type of assessment. Judgement outcomes are usually a percentage mark and relate to Pass / Fail. When assessing against NZQA unit standards and qualifications, assessors must use Competency-Based Assessment. Competency-Based Assessment Competency Competency describes the behaviour needed to effectively perform in a task and/or role. If a candidate is competent, it means that they are properly qualified and capable to carry out the tasks, every time. As assessors, the industry standards you will be working with and assessing against are NZQA unit standards. These standards have been set by industry experts and include the knowledge and skill sets needed to complete certain tasks at work. They are competencybased. We will be reviewing NZQA information in the next session, however before we do, let‟s take a look at what competency-based assessment means. Competency-based Assessment A process of collecting and judging evidence of a candidate‟s competence against set standards. Competency-based assessment is about providing evidence - or proof - that someone KNOWS about and/or can DO the tasks set in the standard(s) in a repeatable and consistent way. When and Why is Assessment Used? There are three main types of assessment, which are completed at different stages of learning, and have different purposes. These are: Diagnostic assessment. This is done before training starts to identify the skills or knowledge that a candidate needs to learn. Formative assessment. This is completed during training to check on the candidate‟s progress and provide feedback on areas that need more learning. It does not matter if the candidate is not yet competent and no results are recorded. Summative assessment. Completed at the end of training to identify whether the candidate can demonstrate the required behaviours (i.e. they KNOW or can DO a task to a set standard in a repeatable and consistent way.) Used to decide if a candidate is competent in the workplace. NZQA unit standards and assessment tools describe the standards of behaviour expected in summative assessment. These standards of behaviour are expressed as elements (outcomes) and performance criteria (evidence requirements). Page 4 Assessor Guide, Ed. 2
Behaviour, Standards and Conditions When conducting an assessment, you need to know what: Behaviour needs to be demonstrated (i.e. what does the candidate need to know and/or do?) Standard the behaviour must achieve (i.e. what is the minimum level, quality or standard of behaviour that is acceptable to be judged „competent‟. How well must the candidate achieve the behaviour?) Conditions under which the behaviour should be demonstrated. This information is given in the NZQA unit standard and the assessment tools. When you read a unit standard, you will start to see ACTIVE words, that will suggest the type of behaviour to assess. Active words help make it easier to measure. For example: Behaviour Active words you may find in a unit standard Knowledge Examples: Describe; identify; explain; compare; list. These words are all asking the person to show evidence of what they KNOW. Their understanding of concepts, processes, underpinning knowledge of a skill, etc. Skills Examples: Complete; assemble; perform; maintain; operate. These words are all asking the candidate to show evidence of what they can DO. Typically this involves hands-on work. Assessor Guide, Ed. 2 Page 5
Page 3 and 4: Contents Page Introduction ........
Page 5: What is Moderation? ...............
Page 9: Assessment Overview In this section
Page 13 and 14: Naturally-occurring evidence This i
Page 15 and 16: Workplace Training and Assessment T
Page 17 and 18: The Assessment Process As an assess
Page 19 and 20: Qualifications and Unit Standards I
Page 21 and 22: As the NZQF level increases, so too
Page 23 and 24: Unit Standard Breakdown Let‟s tak
Page 25 and 26: „consent to assess‟ is the new
Page 27 and 28: Roles and Responsibilities In this
Page 29 and 30: Competenz Competenz is the New Zeal
Page 31 and 32: Assessment Tools In this section we
Page 33 and 34: Format of Competenz Assessment Tool
Page 35 and 36: Observation Checklists look somethi
Page 37 and 38: The assessor needs to include their
Page 39 and 40: The Assessment Conditions (original
Page 41: Handy Hint To provide feedback on C
Page 44 and 45: Who can Assess? Key Point Assessors
Page 46 and 47: Special Notes When assessing, it is
Page 48 and 49: A Prepared Assessor A prepared asse
Page 50 and 51: Building your Assessor Toolkit Your
Page 53 and 54: Conducting Assessment In this secti
Page 55 and 56: Make Judgement Making a judgement i
Page 57 and 58: Giving Feedback A valuable part of
Page 59: Figure 16. Conducting Assessment Ch
Page 62 and 63:
All documentation around assessment
Page 64 and 65:
What Happens when a Workplace Asses
Page 67 and 68:
Assessor Registration In this secti
Page 69 and 70:
How to Gain Assessor Registration I
Page 71 and 72:
Assessor Preparation Checklist Cand
Page 73 and 74:
Assessor Records Checklist Candidat
Page 75 and 76:
Any special needs for the candidate
Page 77 and 78:
Glossary Word / Abbreviation AMAP A
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