dirty dating slut load - Validating rpl assessment tools
The WA Department of Training and Workforce Development provide a range of resources to assist with developing assessment tools, such as Guide 4: Designing assessment tools for quality outcomes in VET (.pdf).
This may mean that assessment methods are adjusted for particular students (such as people with disabilities or cultural differences) to ensure that the method does not disadvantage them because of their situation.
An assessment should not place unnecessary demands on students that may prevent them from demonstrating competence (for example, an assessment should not demand a higher level of English language or literacy than that required to perform to the workplace standard outlined in the competencies being assessed).
An Assessment Matrix is also available and is a mandatory document designed to demonstrate the mapping of assessment tasks to the unit of competency and must be completed for each unit.
These forms are located in the VET Resources and Forms, in the Course Registration area of the intranet.
In this situation a personal statement, additional questioning or a third-party report may be required to confirm an individual’s contribution and performance.
A number of assessment guides, templates and exemplars are available in the VET Resources and Forms section of the VET Quality Management System (VET QMS) on the Staff Intranet.
All students should be fully informed (for example, through an assessment plan) of the purpose of assessment, the assessment criteria, the methods and tools used, and the context and timing of the assessment.
Fair assessment does not advantage or disadvantage particular students or groups of students.
Gathering evidence of student work is the next step in the assessment cycle.
Decisions have to be made about the types of evidence to be collected, what is considered sufficient evidence, Language, Literacy and Numeracy (LLN) in assessment, and about reasonable adjustments for assessment events Open All | Close All The Rules of Evidence guide assessors in developing assessment tools that will collect evidence that is valid, current, authentic and sufficient.
Validity refers to the extent to which the interpretation and use of an assessment outcome can be supported by evidence.