Role of the Assessor/Teacher

The following notes provides information to support part time and full time teachers who are assessors participating in assessment validation. Lets start with an overview of what needs to be validated.

1. Assessment process

Validating assessment procedures focuses on examining and comparing how assessments are planned, conducted and reviewed. It includes identifying different purposes for assessment, examining the roles and responsibilities of people involved in the assessment process.

This includes:

• enrolment
• assessment
• recording
• reporting
• appeal process

2. Assessment Tools

Validating assessment tools focuses upon examining and comparing the tools used in planning, conducting and reviewing assessments. This includes identifying and evaluating the assessment instruments and tools used to collect and record evidence of competence against specific units of competence. This process allows you to look at how assessment tools are identified and developed; what strategies are used to trial them; and whether these assessment tools are appropriate for gathering valid, sufficient, current, authentic and consistent evidence of competence.

This includes:

• specific assessment tasks
• instructions for learners
• instructions for Assessors
• evidence Guide Checklists
• assessment criteria
• rules of judgement
• examples of acceptable responses
• description of typical competent performance

3. Validating the Evidence

Validating assessment evidence focuses upon examining samples of the actual evidence of competence gathered by and presented to assessors. Validation involves examining how and whether the evidence examples match the evidence requirements of the units of competence being assessed. One way this can be done is by establishing model assessment evidence responses (exemplars) as benchmarks for evaluating evidence samples.

This includes;

• third party evidence
• simulation
• direct or Indirect in the Workplace