reasonableness assessors must ensure they maintain the integrity of the unit so

Reasonableness assessors must ensure they maintain

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‘reasonableness’ assessors must ensure they maintain the integrity of the unit so it does not impact on the validity of assessment. Special Needs and Reasonable Adjustment This assessment strategy is applied in a flexible manner so as to ensure the resulting assessment is fair as well as valid and reliable. In particular, this requires the making of reasonable adjustments where special needs exist in regard to assessment. Examples of reasonable adjustment in assessment include: ° Substitution of an oral assessment task for a written one ° Provision of extra time
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BSB30115 | BSBWOR301 Organise Personal Work Priorities and Development & BSBCMM401 Make a Presentation Learner’s Guide | V 1.0 | Jan2017 Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J Approved by: Quality Manager | Next Review: Dec 2017 Page 23 of 43 ° Use of an interpreter ° Use of adaptive technology ° The existence or absence of special needs must be established and an appropriate record kept of the efforts made to establish special need and the outcomes of those efforts. Where special needs regarding assessment exist, then reasonable adjustments should be made in accordance with relevant policies and procedures of the college. Consequently, an appropriate method should be chosen to implement the same. The assessment should then be modified further, if appropriate and in line with the policy, to accommodate the identified special need. Reasonable adjustments should not decrease the rigor of the assessment, but should accommodate the special need as much as is practical. Refer to Section 9 of this guide and the relevant college policies for more information. Feedback Providing feedback to the learner is a necessary part of the assessment strategy and an ongoing process of monitoring learner progress. Feedback should be a pivotal feature of learning and assessment process and not an add-on ritual or task that needs to be performed as part of the paperwork. In particular, timely and constructive feedback on students’ assessment outcomes (formative or summative) is a vital element in their learning. The purpose of the feedback is to justify to students how their competency outcome was derived or determined, as well as to identify and highlight specific qualities in their work, and to recommend aspects needing improvement. At its best, feedback should be expressed in terms of the learning outcomes, so that students can relate their assessment to the learning outcomes, seeing how they can close the gap between their current and their desired achievement of these outcomes. Rules of Evidence Assessment of competency should involve demonstration of competence in all dimensions of competency. In assessing against the Competency Standards of the unit, at least one form of direct evidence (e.g. observation) should be considered to make a judgement on the practical performance component of the competencies.
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