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    EDUC 302 - Module-2

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    cristinehonor76
    This document discusses developing authentic assessment tools for competency-based training. It provides guidance on preparing assessment tools in accordance with assessment guidelines. It discusses using assessment tools to gauge growth, identify strengths and learning gaps, and help trainees avoid mistakes. It also discusses developing assessment tools that focus on demonstrating important skills in real-world contexts. The document provides tips for setting assessment benchmarks, establishing evidence gathering methods, adhering to assessment principles, and establishing evaluation methods. Various assessment tools are described, including competency assessments, checklists, questionnaires, and rubrics. Trainees are provided sample tasks to design a rubric and evaluate a scenario using different assessment tools.

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    Download as DOCX, PDF, TXT or read online from Scribd

    EDUC 302 - Module-2

    Uploaded by

    cristinehonor76
    3 views7 pages
    This document discusses developing authentic assessment tools for competency-based training. It provides guidance on preparing assessment tools in accordance with assessment guidelines. It discusses using assessment tools to gauge growth, identify strengths and learning gaps, and help trainees avoid mistakes. It also discusses developing assessment tools that focus on demonstrating important skills in real-world contexts. The document provides tips for setting assessment benchmarks, establishing evidence gathering methods, adhering to assessment principles, and establishing evaluation methods. Various assessment tools are described, including competency assessments, checklists, questionnaires, and rubrics. Trainees are provided sample tasks to design a rubric and evaluate a scenario using different assessment tools.

    Original Description:

    Assessment for learning methodology 1

    Original Title

    EDUC 302---Module-2

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    This document discusses developing authentic assessment tools for competency-based training. It provides guidance on preparing assessment tools in accordance with assessment guidelines. It discusses using assessment tools to gauge growth, identify strengths and learning gaps, and help trainees avoid mistakes. It also discusses developing assessment tools that focus on demonstrating important skills in real-world contexts. The document provides tips for setting assessment benchmarks, establishing evidence gathering methods, adhering to assessment principles, and establishing evaluation methods. Various assessment tools are described, including competency assessments, checklists, questionnaires, and rubrics. Trainees are provided sample tasks to design a rubric and evaluate a scenario using different assessment tools.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    3 views7 pages

    EDUC 302 - Module-2

    Uploaded by

    cristinehonor76
    This document discusses developing authentic assessment tools for competency-based training. It provides guidance on preparing assessment tools in accordance with assessment guidelines. It discusses using assessment tools to gauge growth, identify strengths and learning gaps, and help trainees avoid mistakes. It also discusses developing assessment tools that focus on demonstrating important skills in real-world contexts. The document provides tips for setting assessment benchmarks, establishing evidence gathering methods, adhering to assessment principles, and establishing evaluation methods. Various assessment tools are described, including competency assessments, checklists, questionnaires, and rubrics. Trainees are provided sample tasks to design a rubric and evaluate a scenario using different assessment tools.

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    © All Rights Reserved
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    of 7

    MODULE 2:

    DEVELOP AUTHENTIC ASSESSMENT TOOLS (CONT.)

    Bachelor of Technology and Livelihood Education EDUC 302

    29
    Topic 1

    PREPARE ASSESSMENT TOOLS


    Learning Outcomes:

    At the end of this topic, you must be able to:

    1. Prepare assessment tools in accordance with the advice provided in the


    relevant Assessment Guidelines.

    Introduction

    Reflecting on your skills in the training workplace and overall work


    performance, particularly in competency-based training, is necessary to
    continue learning. Assessment is a way of reflecting and helps you to grow
    professionally. When assessment is used to look earnestly at strengths and
    learning gaps, competency becomes a work in progress. Competency
    assessment tools can be used to gauge growth, learn from missteps and
    problem-solve to avoid future mistakes.

    Moreover, assessment tools include those evidences to validate


    candidate’s competency in relevant skills; during competency-based training
    as a part in assessing performance evaluation; or when considering trainee for
    a level of training within the assessment center.

    This lesson will help you understand the factors to be considered in preparing
    competency-based assessment tools.

    Bachelor of Technology and Livelihood Education EDUC 302

    30
    Information Sheet 2.1

    Competency-based assessments is about creating opportunities for demonstration of


    important skills in authentic contexts. The purpose of these assessments is to focus less on
    collecting data for the trainer and more on allowing trainee or candidate to demonstrate what
    they’ve learned, reflect on how they’re doing, and perform task into the real life scenario.

    COMPETENCY ASSESSMENT TOOLS

    Assessment tools comprise various instruments and procedures. These tools are largely
    used in educational institutions, non-profit organizations and in corporate settings. The success of
    designing and developing assessment tools is brought about by using scientific methods.

    Competency assessment tools can bridge the gap between trainee’s existing skill set and
    the skills required for success the training by assisting both the trainee and the trainer in identifying
    areas of weakness and improvement. Once these needs are identified, customized training programs
    can be developed, allowing the training center to invest in the most relevant and impactful training
    delivery and support for each unique trainee.

    HOW TO DEVELOP ASSESSMENT TOOLS?

    In developing assessment instruments, the candidates to be assessed should always be kept in mind
    at each step of the process. Different scenarios to be assessed call for different tools and modes of
    evaluation. Ensure that the instruments and procedures for assessing are relevant to the audience,
    the skills and the task for which they are being evaluated.

     Setting Assessment Benchmarks

    A benchmark is an assessment standard or a set of standards that is used as a point of


    reference for evaluating performance or a level of quality. When creating the related
    benchmark, take into account all the factors, attributes and competencies that to be
    measured and improve upon. Ensure that the benchmarks established are specific and
    operational to the assessment. Operational benchmarks will also help you carry out realistic
    improvements after the assessment is completed.

    • Establishing Evidence Gathering Methods

    Next, establish the assessment methods for gathering the related evidence. Assessment tools
    are functional only to the extent that they are able to gather cognitive, behavioral and
    statistical outputs of those being assessed. Consider designing a tool that clearly indicates
    the competencies, skills, attributes and behaviors of candidates against the benchmarks.
    These specific tools may include comprehensive questionnaires like a SWOT (Strength,
    Weakness, Opportunities and Threats) analysis and specific diagnostic models.

    Bachelor of Technology and Livelihood Education EDUC 302

    31
    • Adhering to Assessment Principles

    Adhere to the principles of assessment, which include the following: validity, reliability,
    flexibility and fairness. Validity is the extent to which evidence gathered can be supported
    from the design assessment tools. Reliability follows as the consistency that tools used for
    one set of candidates can be used to assess other candidates of the same competencies and
    generate the same results. Flexibility allows assessment candidates ample time to
    understand the terms of the assessment. Finally, the element of fairness means criteria
    should not discriminate against an individual or group of candidate.

    • Establishing Assessment Evaluation Method

    Within the developing assessment tools model process, establish a method for assessing and
    evaluating outcomes against the benchmarks. Effective assessment tools should be able to
    interpret the outcome of the measurements and data taken during the assessment.
    Depending on the purpose of the assessment, consider using the three major forms of
    evaluation: goal-based, outcome-based and process-based.

    Competency Assessment Inventory

    Assessment inventories are tools for reflection. They can encourage greater competence if
    the follow-up involves new planning and adjusted direction. As a guide for development,
    assessment inventories overview what resources are needed to become more confident and build
    new skills. Workers rate themselves in categories such as “Acceptance by others as your supervisor”
    and
    “Actively attempts to solve problems.” If ratings are low, they’re identified as areas for
    improvement.

    Competency Checklist

    The competency checklist uses criteria similar to an inventory, but no rating or judgment is
    involved. For example, each category on the checklist lists actions necessary to reach the objectives,
    such as “Supplement continuing education programs with rigor.” Objectives and standards are
    checked off as they’re acted upon, such as “Demonstration of new objectives” or “Video review for
    data management competencies.”

    Bachelor of Technology and Livelihood Education EDUC 302

    32
    Figure 1. Performance Criteria Checklist Sample

    Competency Self-Questionnaire

    Self-assessment questionnaires are designed to evaluate and analyze training protocols,


    interventions, strengths and weaknesses. Because questions force us to think, analyze and dig for
    answers, the self-assessment questionnaire is a powerful assessment tool. Attitudes, policies and
    regular practices are considered when testers develop questions for the questionnaires and when
    responses are analyzed. Questions focus on opportunities, group differences, team interaction, team
    strengths and any workplace social problems.

    \
    HOW MUCH HAVE YOU LEARNED?

    Self-Check 2.1
    Activity 1. Discussion

    Bachelor of Technology and Livelihood Education EDUC 302

    33
    Answer the following questions comprehensively.

    1. Compare and contrast assessment tools from assessment methods in terms of application
    to CBT delivery.

    2. What assessment tool is best or appropriate to use in assessing student or trainee who
    demonstrates roughing in procedure in Plumbing? Elaborate your answer

    3. Assessing student in technical-vocational class is quite different in language class. Do you


    think teacher could give the same assessment tool like scoring rubrics? Explain by citing
    scenario.

    4. How would you assess a trainee after he/she has performed written test, demonstration
    and oral interview?

    Bachelor of Technology and Livelihood Education EDUC 302

    34
    HOW DO YOU APPLY YOUR LEARNING?

    Task Sheet 2.1

    Task Sheet 1. Assessing Scenario

    Different scenarios to be assessed call for different tools and modes of evaluation. One way of
    evaluating candidate’s performance in a particular task is thru Rubrics. Based from your chosen
    learning outcome or element, design your own rubric in relation to the performance criteria of your
    chosen element.

    Your answer here:

    Bachelor of Technology and Livelihood Education EDUC 302

    35

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