Procedures for the Conduct of Graded Assessment in a Competency- Based Framework

Transcription

1 PROCEDURE Procedures for the Conduct of Graded Assessment in a Competency- Based Framework Operational Schools & Colleges Responsibility Related Policy Management of Results PROCEDURE STATEMENT Intent To provide Procedures that inform the practice of graded assessment within a competency-based framework. The aim of these Procedures is to promote good practice in competencybased assessment and ensure that the conduct of graded assessment is consistent with the principles and standards for assessment in a competency-based environment contained in the AQTF. The decision about whether to apply a graded model of assessment can be made at a program level in response to industry and employer preferences and to assist students articulating to degree programs. The Guidelines offer a range of models for graded assessment in recognition that grading is applied in response to different needs. The guidelines include a provision for program teams to identify from the models presented one that best suits their program. It is envisaged that further models may be developed in time as the need is identified. There are three elements: 1. A set of ten underlying principles for Graded Assessment for RMIT VET Programs 2. Guidelines for planning for Graded Assessment 3. A set of models for graded assessment (Attachment 1) Procedure Scope VET Programs assessed in accordance with the principles of competencybased assessment. GUIDELINES, PROCEDURES AND ACTIONS: Guideline 1 Underpinning Principles for Graded Assessment for RMIT VET Programs 1.1 The Procedures for the Conduct of Graded Assessment in a Competency-Based Framework are underpinned by the RMIT University Assessment General policy including all supporting procedures and guidelines. 1.2 Students must be fully informed, prior to the commencement of training the reasons and process for graded assessment. Course guides must include comprehensive advice on the type and process of assessment including whether graded assessment will apply. 1.3 Grading is not applied when students are undertaking RPL/RCC. 1.4 Grading is applied at a course level or in a cluster of courses which have been combined to reflect real work tasks or assessment outcomes for articulation purposes. For grading purposes a course cannot be included in more than one cluster. Clustering should take into account Training Package or accredited course information in respect to interrelated assessment of units. Responsibility Head of School Timeline During development of course guides Page 1 of 7

2 1.5 Students undertaking assessment in a graded course must demonstrate competency as per the Training Package or accredited course requirements. 1.6 Assessment tasks undertaken to demonstrate competency can also be used for grading purposes providing the criteria to be used to grade performance are clearly identified and communicated to students prior to assessment. This will normally be communicated in the Course Guide. 1.7 Students can only be awarded a grade if competency has been demonstrated within the standard enrolment period. 1.8 Not all courses within a program must be graded. Some courses may be assessed as competent or not yet competent and only selected courses be used for grading purposes. 1.9 Graded assessment decisions must be made based on criteria that are provided to students prior to assessment. This will normally be communicated in the Course Guide Recording, reporting and the administration of appeals in respect to graded assessments must be in accordance with the RMIT University Assessment General policy. Page 2 of 7

3 Guideline 2 Planning Graded Assessment Responsibility Timeline 2.1 Staff should consult with key stakeholders (eg: industry, higher education) to determine the courses to be graded and to Program Coordinators determine the most appropriate graded assessment model for the program. 2.2 Grading can be applied to flexible/online assessment however further modification of assessment tool/s may be required. 2.3 Assessment tasks where possible should be holistic and reflect workplace tasks. Students should have every opportunity to utilise workplace evidence as part of their assessment. 2.4 Collection of evidence for graded assessment should be encouraged during the entire program. Suitable methods may include: a) Work related performance b) Work related projects c) Work related product or service d) Work related portfolio e) Written responses 2.5 It is recommended that more than one assessment tool is used to grade a course or a cluster of courses. 2.6 All assessment tools (instruments and instructions to student and assessor) must be validated in accordance with RMIT University Procedure for Moderation and Validation of Assessment TAFE. 2.7 It is recommended that a rubric is used to describe the dimensions and quality of performance subject to grading in an open, transparent and accountable manner. A typical rubric is illustrated below, showing the quality or level of performance on the horizontal axis and the dimensions of performance or essential elements related to each gradation of quality on the vertical axis. Sample Rubric Quality of performance (or achievement levels) Dimensions of performance Criteria describing elements of performance at each level Page 3 of 7

4 Guideline 3 Choosing a Graded Assessment Model Responsibility Timeline 3.1 Four graded assessment models have been identified from existing practice as appropriate for VET programs. Refer to Attachment Program teams are required to select a graded assessment model, and to note this in the TAFE Program Implementation Plan when applying for registration of a new Program, or amending an existing Program. 3.3 If an alternative model is preferred information about the model must be included in the TAFE Program Implementation Plan and submitted for approval through the VET Program Registration process. Program Teams will need to provide full details of how the model will address the principles and planning guidelines specified for graded assessment specified above. Program Teams Program Teams At point of applying for registration of a new qualification, or amending an existing qualification Page 4 of 7

5 Models for Graded Assessment in a Competency-based Framework Attachment 1: Model One The feature of this model is that competency and grading are undertaken simultaneously. Grades are determined against a number of assessment tasks in a course or a cluster of courses with the results weight-averaged to calculate an overall grade for the course or cluster. Levels of performance descriptors are developed for each assessment tool and presented in a rubric. Current Use of this Model within RMIT Within the Department of Fashion TAFE, the Diploma of Textiles Clothing and Footwear is assessed using a similar model. An assessment marking sheet summarises the assessment brief, the units and elements that are addressed by the assessment, the demonstration of competent or not yet competent against the units and elements, graded assessment results against each assessment task and the overall grade. The levels of performance required for each grade is then described in detail within a rubric. The dimensions of performance criteria (horizontal axis) of the rubric are a mixture of product/s produced and employability skills such as: research, problem solving, initiative and enterprise, planning and communication. A mark (0 100%) is allocated by the assessor for each dimension of performance and these are averaged to determine a final grade for the course/s. Model Two The feature of this model is that grading occurs after competency has been demonstrated and either some assessment tasks are then graded or alternative tasks are set for grading purposes. The assessment may in fact include both tests and the demonstration of skills to achieve a product, provide a service or performance. To grade the demonstration of skills, a rubric must be developed to ensure the dimensions and levels of performance are communicated clearly to students and assessors. Model Three A test or exam is used to determine grades and a marking guide is developed to ensure consistency in grading across assessors. Students sit for the exam or test once competency in the course/s has been demonstrated. This model is widely used to meet higher education entry requirements where underpinning knowledge is the key selection criterion. Model Four In considering a number of graded assessment models 1 used elsewhere in the VET sector most have used the Mayer Key competencies as the means to measure performance beyond competency. Percentage scores are not used rather a scoring system of 1 to 5 per assessment. This is an attempt to move away from the commonly held belief that 50% equates to competency. 1 indicates a competent level of performance and 5 indicates a performance at the highest level. The model also allows assessment of competency and graded assessment to take place simultaneously, thus minimising the workload for the assessor. As the key competencies have now been replaced by Employability Skills this provides an opportunity for assessors to develop a rubric which acknowledges the skills employers in particular will be looking for when recruiting staff. The model s key characteristics (if using employability skills as the performance indicators) are: 1 Western Australia, TAFE Queensland, University of Ballarat, Victorian Curriculum and Assessment Authority s model for scored assessment in VCE/VET programs and current practices identified within RMIT University Page 5 of 7

6 1. The dimensions of performance (grading criteria) on the vertical axis of the rubric reflect the employability skills embedded into Training Package qualifications and accredited courses. Five levels of performance based on employability skills are applied : - Application of knowledge and learning - Communication and teamwork skills - Technical processes including problem solving - Work organisation including self management - Initiative and enterprise 2. Evidence from a minimum of two assessments, using two different assessment instruments for each course or cluster of courses, must be assessed to make a judgement on the grade to be awarded. Assessment instruments used to demonstrate competency can be used or other assessment tasks set. 3. Learners are ranked on a performance level from 1 to 5 against the grading criteria and then the scores are averaged for the assessments allocated to the course or cluster. Performance at level 1 equates to meeting all competency requirements for the course or cluster. 4. Applying the rubric to determine a grade. Once each assessment has been completed for the course or cluster and the outcome indicates competency, the student is graded against each of the grading criteria on a scale of one (1) to five (5) using the evidence provided by the assessments. A grade of 2 o r 4 can be awarded for performance that falls between the descriptors. Once levels of performance have been attributed to each of the grading criteria, these scores are added up. Students can achieve a maximum of 25 per assessment or a minimum of 5. Each assessment is graded and an average score is calculated over the total number of assessments for a course or cluster of courses. If a student receives an averaged score of 21 points or greater, they are awarded a High Distinction (HD) for each unit in the cluster. If the student has scored 16 to 20, the student is awarded a Distinction (D). If a score of is achieved the student's performance is graded as a credit (CR). If a score is between 5 and 10 the student is determined to be competent (CA) Page 6 of 7

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