The design stage
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Assessment approach & strategies
We designed a lot of authentic tasks. Remember that this was only a percentage
of the assessment, you still had workplace assessment. Online assessment
was formative in that it was a lead up to the final assessment which was face-to-face. We wanted to assess the underpinning
knowledge and we were also looking for ways in which we could assess some
of the less tangible things like communication skills and successfully being
able to communicate with different people.
We used:
- assignments
- simulations
- discussions
- roleplays.
Draft assessment resources
One task we designed involved a video. We could have done that for every assessment task and made it really groovy and exciting, but doing that panorama probably took about two weeks, so you just can’t do it. You are under the constraints of your budget and your time as well.
Learner support information
We put lots of information in the learner orientation area about:
- what is an assessment?
- what will be expected of you?
- what are performance criteria?
We provided:
- all the checklists and different templates learners would need
- a pretty detailed explanation about what Competency Based Training means
- information on what’s going to happen during the workplace assessment, how to prepare for it, etc.
Ways of providing offline alternatives were supplied within the Teacher’s
guide as an adjunct to the Toolbox.
Recognition of Prior Learning (RPL)
We didn’t treat RPL as a separate issue but we always knew that everything we were doing would be suitable for RPL.
