The design stage
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Assessment approach & strategies
After considering the analysis of all relevant factors including the learner's profile, the assessment context and the assessment requirements, we adopted several assessment approaches including:
- a constructivist approach - to build on existing skills and knowledge base
- a problem-solving approach - to develop active problem solving skills
- an industry/workplace based approach - all learners will be in a Victorian public school environment
- a low technical approach - due to the older computing equipment and
limited online access used in many Victorian government schools.
Our approach was also informed by what we had learned from our close working relationship with our client.
The volume of units of competency (54), from a range of training packages,
for three different qualification levels necessitated a variety of assessment
strategies. All units have at least two assessment tasks.
1. Workbook integrating learning and assessment
The learning program included instructional information, case studies and
activities. The compilation of responses from learners creates a workbook
that is submitted as one assessment task.
2. In addition to the workbook, we used a range of other strategies including:
- workplace projects
- problem solving projects
- interviews and practical tasks.
Draft assessment resources
To identify a task appropriate for a unit, we consulted with School Services Officers (SSOs) and our client. Our approach to drafting the tasks changed as the project progressed. For the initial units, the content developers drafted the assessment resources. However, inexperienced content developers (even though they were experienced teachers and subject experts) did not always understand the requirements of workplace training and assessment and had difficulty contextualising resources for the SSO audience.
As the project progressed, the instructional designer, in consultation with key SSO people and our client, selected the assessment strategies for most units. The instructional designer and experienced content developers were involved in drafting these tasks.
Learner support information
This varied, depending on the expertise of the content developer. Our experienced content developers were able to incorporate learner support information in their drafts.
Recognition of Prior Learning (RPL)
The instructional designer worked closely with our client to identify possible evidence opportunities and to ensure all evidence could be submitted for assessment. Evidence included an interview, an assignment and a practical demonstration. Some evidence could not be used because it would breach privacy legislation.
