of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task description. Examinations are conducted under set conditions. Observation forms part of in-class activities, participation in designated group processes, presentation and provides an option where specific skills need to be demonstrated to the assessor. Some of the assessments in this course may be used as Integrated Assessments ; i.e. to use evidence created in one unit/task to determine competency in another unit/task. The concept behind the design of the integrated assessment is to limit repetitive tasks that test the same or similar competency elements in different units of competency. Optional/Supplementary Assessments In addition to the above assessment instruments, the following methods can be used, if required, in the context of assessment for this unit of competence, especially in the circumstances where assessment involved components of online learning as well as actual workplace activities and/or performance. ▪ Workplace Verification through RPL application ▪ Competency Conversation at completion of the unit
BSB20115 | ICTICT201 Use Computer Operating Systems and Hardware Learne r’s Guide | V 1.0 | Jan 2017 Macquarie Education Group Australia Pty Ltd t/a Macquarie Institute | RTO Code 91305 | CRICOS Code 02657J Approved by: QAC | Next Review: Dec 2017 Page 18 of 35 To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed as indicated in the Competency Standards (2). Assessment can be both a formative and summative process. Formative assessment is used to provide feedback to students and teachers to promote further learning. Summative assessment contributes to the judgement of student learning for competency/award purposes. Formative Assessment Formative assessment is predominantly used to provide formative feedback to students on their learning progress. Consequently, formative assessment happens during learning and is an integral part of learning and training. It helps students to identify, for example: ▪ How they are learning ▪ Meeting the standards expected of them for intended learning outcomes ▪ Any problems or issues they are having in meeting intended learning outcomes ▪ Any ‘incorrect’ learning of knowledge or skills Formative assessments are not marked. In principle, formative assessment also includes assessment as learning, where students reflect on and monitor their own progress. The information gained guides teachers’ decisions in how to enhance training and learning. Formative assessment enables students to learn through the process of feedback and opportunities to practise and improve. As students reflect on and monitor their progress this process effectively becomes assessment as learning and contributes to students planning future learning goals. Summative assessment Summative assessment has a very different purpose to formative assessment. Summative assessment is provided at the end of the learning experience or cycle in order to gain a measure of how well the student has performed against the standards of the intended learning outcome. Summative assessment is the grading of
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