Fair Are the assessments criteria clear? Do all the trainees know what to – expect from the assessment? Does the assessment disadvantage any trainee? Do the candidates have any recourse to appeal? Valid Are the assessment methods and tools appropriate and effective in – assessing what they claim to assess? Are the evidence collected relevant to the training and demonstrates that the learning outcome has been achieved? Reliability Are the results consistent from one assessment to another? Do – people have the confidence that the standards are applied consistently from learner to learner and from context to context? Flexibility Can the assessment be used for multiple assessments? Are – the assessment tools and methods uniform across different approaches and drawing on a range of different methods? Can they be used appropriately to the context, task and individual under assessment? 6.3 Assessment tools and instruments 6.3.1 The ATP must conduct written test (compulsory) and use one or more skill-based assessment method such as practical performance, role-play or case study. There are four assessment instruments recommended to ATPs: Written test (WT) This method of assessment is quick and the most – convenient to conduct. It can be used for a large class and a wide range of subjects particularly knowledge-based. It can be conducted as a multiple choice questionnaire (MCQ) or an essay format. Trainees need to have minimum workplace literary level 4 for the essay format. WT is not effective and therefore not recommended for skills assessment. Practical Performance (PP) This method is highly recommended for skills – assessment. It can be matched very closely to the actual task to be performed by the individual on the job. However PP can be tedious and time consuming if not properly planned and executed. Role play (RP) This method of assessment is an alternative to the practical – performance. It offers a greater flexibility and more options in terms of the range of responses expected of the trainee. Like PP, it is time consuming and resource intensive. Case study (CS) This method of assessment allows the ATP to use a wide – range of real on-site accident cases for training purposes.
Fair – Are the assessments criteria clear? Do all the trainees know what to expect from the assessment? Does the assessment disadvantage any trainee? Do the candidates have any recourse to appeal? Valid – Are the assessment methods and tools appropriate and effective in assessing what they claim to assess? Are the evidence collected relevant to the training and demonstrates that the learning outcome has been achieved? Reliability – Are the results consistent from one assessment to another? Do people have the confidence that the standards are applied consistently from learner to learner and from context to context? Flexibility – Can the assessment be used for multiple assessments? Are the assessment tools and methods uniform across different approaches and drawing on a range of different methods? Can they be used appropriately to the context, task and individual under assessment? 6.3 Assessment tools and instruments 6.3.1 The ATP must conduct written test (compulsory) and use one or more skill-based assessment method such as practical performance, role-play or case study. There are four assessment instruments recommended to ATPs: Written test (WT) – This method of assessment is quick and the most convenient to conduct. It can be used for a large class and a wide range of subjects particularly knowledge-based. It can be conducted as a multiple choice questionnaire (MCQ) or an essay format. Trainees need to have minimum workplace literary level 4 for the essay format. WT is not effective and therefore not recommended for skills assessment. Practical Performance (PP) – This method is highly recommended for skills assessment. It can be matched very closely to the actual task to be performed by the individual on the job. However PP can be tedious and time consuming if not properly planned and executed. Role play (RP) – This method of assessment is an alternative to the practical performance. It offers a greater flexibility and more options in terms of the range of responses expected of the trainee. Like PP, it is time consuming and resource intensive. Case study (CS) – This method of assessment allows the ATP to use a wide range of real on-site accident cases for training purposes.
CDA_OFAC_edited_%2024Oct2014.docx