About forms and stuff

Materials given to students should have enough information so that they can do the tasks (i.e. provide useful evidence).

The normally recommended kind of recording form is a checklist of all the assessment tasks for that unit or qualification, so that the assessor may mark against each task as either satisfactory or unsatisfactory. If they satisfactorily do all required tasks for a unit, they are given a result of competent for that unit. The form also includes space for comments, signature, and appropriate identifying information.

Language and layout of assessment tools should take into account the needs of the students, your RTO's requirements, and the principles of assessment.

The recording form might be very simple. This is more likely the case when the outcomes describe clearly what is required and clearly imply how it is to be assessed. It might contain only:

1. Name of the RTO
2. Name of assessor
3. Your RTO's version control, such as date of issue or edition number. ( This will help your RTO to ensure currency: It's very frustrating to have several versions of the same document and not know which one is current.)
4. Name of student
5. Task or evidence assessed
6. Result  for each task: Satisfactory or unsatisfactory
7. Comments (For appeal purposes, this especially needs to include any deficiency in tasks not satisfactorily done. But give positive comments as well.)
8. Name and code number of the unit(s)
9. Result on the unit(s): Competent or not yet competent
10. Date
11. Assessor's signature

 

More about forms ...

Although assessment forms don’t always need every possible item of information, all the following are also possible:

• student's signature
• the identities of persons other than the assessor who contribute expertise to the assessment and their relevant credentials
• size of the assessment group
• time and place of the assessment
• assessment method and the nature of evidence assessed
• description of procedures needed to ensure that evidence is valid, authentic, sufficient, fair and reliable
• kinds of evidence collected or summary of student’s action plan
• how opportunities to gather evidence were identified as part of workplace or training activities
• how agreement was sought with the person(s) being assessed
• how appropriate personnel were consulted
• the recording procedure
• justification of decision
• elements and performance criteria
• what assessment tools were used (including instructions or materials)
• any adjustments made for context
• the signature of joint assessors (if applicable)
• feedback from the student on the assessment process
• feedback to the student on how he/she went
• record of any result disputed by the student
• a box for writing in review notes on the assessment
• a box for reviewing the form itself (e.g. its layout and explanations)

It is good practice to make a detailed record of any other factors that specifically affect the assessment result. In particular, you may need other tools for portfolios, knowledge tests, etc.

The trend was that you should also keep other records as assessment instruments, but now it is a requirement. For example:

• workbooks that contain full instructions
• specific instructions to the student for practical tasks, projects, exercises or simulations
• logbooks
• marking guides
• descriptions of competent performance
• student self-assessment materials
• information and instructions to the student and/or assessor
• examination paper and the students’ scripts
• descriptive statements of the student’s development (e.g. strengths and limitations)
• the instructions for gathering and interpreting evidence such as:
• guidance on the interpretation of evidence and decision-making rules for the assessor
• assessment plans, including both those given to students and any institutional records
• a profile of acceptable performance
• specific questions or activities
• any WHS requirements

Give clear and specific instructions on the use of the instruments. If the student's instructions are full and adequate, then these could also act as instructions to the assessor. Instructions can be:

• how to use the assessment tool
• any necessary resources
• context
• how to improve the tool
• notes on review of decision-making process
• variations or restrictions on the assessment tools
• rules for verifying assessment decisions
• Occupational Health and Safety requirements
• reasonable adjustments
• access and equity considerations

Again, it is the idea of leaving a very strong paper trail.