Summative assessment is the grading of student learning The goal of summative

Summative assessment is the grading of student

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performed against the standards of the intended learning outcome. Summative assessment is the grading of student learning. The goal of summative assessment is to measure the level of success or proficiency that has been obtained at the end of an instructional unit, by comparing it against the competency criteria of the unit of competency. Assessment Resources All the learners are provided with a “Learner’s Guide” as part of their course that includes unit overview, tutorials, delivery and assessment schedule, competency requirements, assessment tasks and assessment/marking criteria. Where required, a workplace-like scenario can be created through role-play or setting up the necessary protocols to facilitate required assessments or project task (e.g. Role-play interaction between a “Client” and “Marketing Team”). To facilitate effective assessments for this unit to competency, the students will also be provided with all the learning and training materials and links to additional learning resources. Students must ensure that they have access to all the relevant resources (e.g. computer, required software, printing and internet connection) to complete their assessments.
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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 22 of 43 Principles of Assessment The four principles of assessment will be followed in assessment of each participant’s evidence of competence for this unit. The principles are: Validity : Validity requires that: ° Assessment against the Units of Competency covers the broad range of skills and knowledge that are essential to competent performance ° Assessment of skills and knowledge are integrated with practical application ° Assessment is designed to collect sufficient evidence (that is, evidence gathered on a number of occasions and in a range of contexts using different assessment methods). The specific evidence requirements of each Unit of Competency provide advice on sufficiency Reliability : Assessment processes, methods and tools must be designed so that the evidence they produce provides consistent outcomes. The reliability of assessment is enhanced when assessors: ° Are highly skilled and monitor and review one another’s assessment processes, methods and tools provide complete assessment tools including clear instructions (in learner language) for learners and for other assessors, and sample responses ° Trial assessment tools before use and review assessment tools following use ° Collect evidence via different assessment methods ° Collect evidence across different locations and times Flexibility : Ensuring the skills and knowledge can be demonstrated in a variety of ways suitable to the workplace. The flexibility of assessment is enhanced when assessors: ° Maximise opportunities for effective feedback ° Design assessment to adapt readily to individual learners and workplaces °
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