CGEA SAMPLE ASSESSMENT TOOLS

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CGEA

SAMPLE

ASSESSMENT

TOOLS

21771VIC Certificate I in General Education for Adults

(Introductory)

21772VIC Certificate I in General Education for Adults

21773VIC Certificate II in General Education for Adults

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ACKNOWLEDGMENTS

This resource has been developed as part of the CGEA Professional Development project via the Curriculum Maintenance Manager (CMM) General Studies and Further Education. The project has been funded by the Adult, Community and Further Education Board.

Published by the Department of Planning and Community Development © State of Victoria 2010

This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source.

Apart from any use permitted under the Copyright Act 1968, it is not to be used for commercial use or sale. Requests for other use should be addressed to Department of Planning and Community Development, General Manager, Adult, Community and Further Education

PO Box 2392, Melbourne, VIC 3001.

This document is available under a “Preserved Integrity” licence for educational purposes – see

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1 Introduction

The following resource contains sample assessment tools developed as a result of practitioner participation in an ACFE funded CGEA Assessment day conducted by the Curriculum

Maintenance Manager (CMM) General Studies and Further Education in September 2009.The resource offers examples of assessment tools for units from the following qualifications: Example 1: 21771VIC Certificate I in General Education for Adults (Introductory) Example 2: 21772VIC Certificate I in General Education for Adults

Example 3: 21773VIC Certificate II in General Education for Adults

These qualifications are combined in one document which is available to download from

Search ‘Curriculum’ using any of the course codes, for example 21771VIC.

The sample assessment tools are designed to assist teachers/assessors in assessing competence and recording results. The resource also describes the process for the

development of a range of tools. This will enable practitioners to adapt or create new tools for specific learner groups and teaching contexts.

INTRODUCTION TO ASSESSMENT

Incorporating Principles of Assessment

In creating assessment tools you must ensure that the principles of assessment are met. This ensures good practice but also meets AQTF requirements. The principles of assessment require that assessment is valid, reliable, flexible and fair.

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Reliable – that assessment is consistent and accurate, regardless of the assessor conducting the assessment

Flexible – the assessment procedure enables reasonable adjustments to be made (for example, timing)

Fair – that assessment is equitable for all candidates

You must also ensure that the assessment meets the rules of evidence. To meet these rules, evidence must be:

Valid, for example, assessing the elements to the standard identified in the performance criteria, reflecting the skills and knowledge described in the unit of competency, showing application in the context described in the range statement

- Current, for example, demonstrate the candidate’s current skills and knowledge - Sufficient, for example, demonstrate competence over a period of time,

demonstrate repeatable competence

- Authentic, for example, be the work of the learner, be corroborated/verified

For further discussion of these terms and how they apply in a CGEA context please refer to Section B: Course Information of the curriculum document (pages 45-46).

Formative and Summative Assessment

Assessment can be very broadly divided into two categories, according to the nature and purpose of the assessment – formative and summative assessment.

Formative assessment has the primary concern of teaching and learning. This type of assessment occurs throughout the course of study and is often informal in nature. It includes activities such as talking to learners about their work or monitoring and providing feedback on practice tasks. Formative assessments are used to provide the student with feedback on their performance so the learner can improve their skills, and to provide teachers with information so they can tailor their future instruction to student needs. Formative assessment may or may not contribute towards the final assessment; where it does, the student should be informed. Summative assessment, on the other hand, is about providing outcomes showing student competency. Summative assessment occurs at the end of the teaching and learning phase and is used for recording results.

In a CGEA context, formative assessment has a critical role to play in a student’s skill development. Students need sufficient opportunities to practise what they are learning, to reflect on teacher feedback and also have occasion for peer and self-reflection. Summative assessment should only occur after this process, and learners need to be aware when the task/activity they are undertaking is intended for final assessment and reporting of their learning.

What is an Assessment Tool?

The term Assessment Tool is used to describe the instruments and procedures for gathering, recording and evaluating evidence of learner performance. Instruments may include the

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activities, questions and assessor guidelines to rate performance. Procedures may include information and instructions given to the assessor and learner relating to the set up of the task/activity, how it is administered and how evidence is to be

recorded.

In accordance with AQTF Essential Standards for Registration, an assessment tool includes: The learning or competency units to be assessed;

The target group, context and conditions for the assessment; The task to be administered to the candidate;

An outline of the evidence to be gathered from the candidate;

The evidence criteria used to judge the quality of performance (i.e. the assessment decision making rules:; as well as the administration, recording and reporting requirements

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2 Developing assessment

tools

Teachers/assessors need a comprehensive suite of assessment tools in order to assess, record and validate their learner’s performance according to the requirements of the curriculum. In developing effective assessment tools, a practitioner needs to have a thorough

understanding of the unit/s they are assessing and the target learner group. This section of the guide outlines a suggested process to assist you to develop assessment tools.

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1. Select the unit/s for which you are developing the assessment

The units you select will be largely determined by the course packaging requirements. Where there is some scope for flexibility, your selection should reflect your learners’ interests and needs. For example, a priority for your learners may be to increase their participation in the community.

2. Analyse the unit

Once the units to be delivered and assessed have been identified, careful analysis of the units must take place. Try to envisage what a competent person would be able to do. In planning for delivery and assessment, consider these questions:

Questions Action

1. What is the unit about? Read the unit descriptor. This will give you a broad idea of the skill focus and level your assessments will need to cover.

2a. What do learners need to demonstrate? 2b. What is the required level of

performance?

2c. What else must I use to make a judgement of learner performance?

Read the Elements and Performance Criteria of the unit. A learner needs to meet all the Elements to be assessed as competent in a unit. Your assessment tools must address the Performance Criteria, which outline the standard required to demonstrate

achievement of the Element. These need to be contextualised and linked to the task. Refer also to the Required Skills and Knowledge of the unit. This information informs the development of your assessment tool and guides you to make a judgement of learner performance.

Check the Range Statement of the unit. This outlines supplementary information in interpreting the Performance Criteria. 3a. What do I need to assess and

document?

3b. What are the critical aspects for assessment and evidence required to demonstrate competency in this unit? 3c. What methods of assessment will enable

the appropriate collection of evidence?

Refer to the Evidence Guide. This contains crucial information on assessment, such as the evidence required to demonstrate competence and the context in which assessment should take place. It also provides advice on appropriate methods of assessment which will provide you with guidance in formulating tools. This must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge and the Range Statement.

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3. Select resources / activities 4. Select methods of assessment

Steps 3 and 4 include making decisions about the activities and tasks to be undertaken, resources to be used in the assessment and methods of assessment to be used to collect the evidence required.

5. Develop the assessment tools

The following components should be included: The context

Information to be provided to the candidate: instructions, and information on what participants will be assessed on. These need to be explicitly explained so learners understand how and under what conditions they will be assessed.

Consider these points:

- students must be informed as to the context, purpose and conditions of the

assessment

- a variety of assessment methods should be used to cater for various learning

styles, for example, observation and self-assessment

- ensure the assessment is not introducing anything new

Evidence to be collected

- Instructions to assessor on how to make a judgement - Materials/resources required

- Recording requirements

Developing the recording tools – this includes the evidence-gathering documentation In developing resources for recording assessment a teacher/assessor must ensure the following are included:

- assessment date - student name

- units/elements being assessed - list of knowledge/skills to be assessed - assessment methods used

- evidence gathered

- feedback provided result of assessment - achieved or not yet competent, for

example

- teacher/assessor name

6. Validate the tools

Validation of assessment tools is a quality review process. It involves checking that the

assessment tools will produce the required evidence and that the requirements of the unit have been met.

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The Competency Mapping Tool in Appendix 1 assists assessors with mapping the key components in their task to the unit/s of competency to demonstrate content validity. Use the checklist in Appendix 2 “Validate Assessment Tools” to review the assessment.

Validation and Moderation

Assessment validation is defined as:

a process for ensuring that the way a unit of competency or group of units is assessed, and the evidence collected through these assessments, is consistent with the requirements of the unit or group of units of competency and of industry. It includes validating the assessment process, the assessment tools and instruments, the evidence collected using tools and instruments, and the interpretation of that evidence to make a judgement of competence in relation to the same unit(s) of competency.

Validation may be undertaken before, during and after the actual assessment activity occurs and may include both formative and summative assessment. The latter includes assessment for the purpose of granting RPL.

(Source: AQTF 2007 – Users’ Guide to the Essential Standards for Registration, p.51)

Assessment validation includes, but goes beyond, assessment moderation which is defined as:

a process which involves assessors in discussing and reaching agreement about assessment processes and outcomes in a particular industry or industry sector. It enables assessors to develop a shared understanding of the requirements of specific Training Packages, including the relevant competency standards and assessment guidelines, the nature of evidence, how evidence is collected and the basis on which assessment decisions are made.

(Source: TAA04 Training and Assessment Training Package Glossary of Terms)

Moderation is the process of bringing assessment judgements and standards into alignment. It is a process that ensures that the same standards are applied to all assessment results within the same units/s of competency.

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3 Sample Assessment Tools

SAMPLE ASSESSMENT TOOL 1

21771VIC Certificate I in General Education for Adults (Introductory)

Context

The following sample assessment tool is part of a program consisting of a topic: waste and the environment. The selection of this topic was based on, learners’ needs, interests and the issues they were experiencing in their neighbourhood. The broader topic focused on a number of areas including council waste collection services and schedules in learners’ own local areas. To ensure that learners were given every opportunity to access and engage with a broad range of texts to meet their immediate needs it was decided to select the units VBQU122 Engage with simple texts to participate in the community and VBQU129 Work with simple numerical and statistical information as the basis of learning and assessment. The

requirements of these units also means that learners can access community texts containing a range of features, structures and numerical information related to their immediate needs. Formative assessment tasks using other community text types based on this topic can be used to build up a portfolio for assessment of these units. For example similar texts from different councils can be compared. Supporting activities could focus on using and interpreting calendars and cross referencing information by using keys and symbols.

This assessment tool provides an example of how assessment can be undertaken. The

approach can be customised using community texts at a similar level with minor adjustments to questions in the assessment tool to reflect specific features of language texts. Learners should access and present their own texts relevant to the topic with guidance from their teacher. (See

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Step 3: What text? What real life activity and resources? for key considerations to guide the teacher in the selection of appropriate texts).

Step 1: Select the units

The following assessment tool is based on the units:

VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information

It is recommended that these units be delivered and assessed using an integrated approach. This approach reflects real life situations which require engaging with texts which comprise literacy and numeracy components. Integrated assessment tools have been designed to collect evidence for both units, rather than designing one assessment activity for individual units or individual elements.

Step 2: Analyse the units

Once the units to be delivered and assessed have been identified, careful analysis of the units must take place to identify what needs to be assessed and the levels of performance required. Key requirements from the curriculum have been highlighted below.

Questions Description

1. What are the unit/s about? (unit descriptor) engaging with simple and familiar texts to participate in the community.

locating and using simple everyday numerical information in familiar texts, tables and graphs

2a. What do learners need to do? (elements and performance criteria)

2b. What is the required level of performance? (skills and knowledge)

locate information in simple relevant community texts, and read and interpret short, explicit texts to participate in the community: recognise features of text, identify source, predict purpose, identify main message, comment on

effectiveness

work with simple numerical information in familiar texts. and work with simple, familiar tables and graphs: whole numbers, simple fractions and percentages, one-step calculations. features of graphs and tables

- range of reading strategies: sight

vocab and de-coding

- make connection with real world - punctuation

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unfamiliar

- identify audience and purpose

numeracy

- simple addition and subtraction - informal and formal language of

number

- relating signs / prints/ symbols

tables /graphs to real life purposes

3a. What do I need to assess and document? (evidence guide)

3b. What are the critical aspects for assessment and evidence required to demonstrate competency in this unit? (evidence guide)

3c. What methods of assessment will enable the appropriate collection of evidence? (evidence guide)

Learner can locate personally relevant information related to participation in the community

short, explicit, personally relevant, familiar

two occasions; 2 different text-types for VBQU122

real texts in context. Simulation permitted for VBQU129

appropriate support: teacher, personal dictionary, calculators, computers Methods of assessment

verbal questioning observation 4. What texts/resources are suitable for the

task? Community based information such as brochures, notices, information sheets, community newsletters

Step 3: What text? What real life activity and resources?

After analysing the unit/s and identifying required text features and structures, check the texts selected for suitability. Below are some key considerations which informed the selection of these texts.

Topic: Waste collection in the local area Texts selected: 1. 2009 Waste Collection Calendar

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Key considerations in text

selection Comments _{Text 1} Comments _{Text 2}

Is the text community related? Council community calendar about

collection dates Council community information leaflet identifying collection zones

Is it at an appropriate level? Text contains features and

structures required at this level such as information in a formatted table and sentences linked by simple cohesive devices and whole numbers

Text contains navigation features such as a colour coded key, sentences with simple verb tenses, vocabulary linked to community

environment such as green waste

Is it relevant to learners? Learners have expressed interest in learning more about Council services, and environmental issues.

The information provided impacts directly on learners’ everyday lives

Does it include visual cues? Yes: visual representations of types

of waste, logo, colour coding Yes: colour coding, icons, logo and map Does it contain appropriate text

features? Clear structure _{Text supported by diagrams} Vocabulary related to local environment

Sentences of one or two clauses

Colour coded map of local area Time related information Does it include simple numerical

information? Numbers and symbols to distinguish type of collection Contact telephone numbers and address Does it include simple tables and

graphs? Yes: calendar Yes; simple map with codes

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Text 1

Source:

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Text 2

Source:http://www.moreland.vic.gov.au/mccwr/publications/maps/map-moreland-waste-collection-areas.pdf Retrieved 12/08/2009

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Step 4: Select methods of assessment

Varying assessment methods should be used to assess learner competence using real and simulated contexts. The methods of assessment selected must generate the range of evidence required by the unit. Evidence of competence for these units should be gathered on a number of occasions over a period of time. In this example, the assessment methods used to collect different types of evidence are:

observation of a verbal presentation

verbal questioning to establish understanding of information and key features in selected texts

peer assessment

Units of competency Method 1: Method 2: Method 3:

VBQU122 VBQU129

Verbal

presentation Verbal questioning Peer assessment

Step 5: Develop assessment tools Assessment Tool Components

This assessment tool is made up of the following components: Assessor Guidelines

These should include:

instructions on what the assessor needs to do to set up and conduct the assessment. For example, ensuring the learner has access to resources which are essential to participation in the assessment such as access to real community texts or personal dictionaries. It may also include instructions about the level of support which can be provided to the learner

recording sheets for the assessor which include responses to verbal questions, guidance as to what the assessor needs to consider to make a judgement and a summary of evidence collected. This is based on the Elements, Performance Criteria Required Knowledge and Skills, and Evidence Guide of the units

Competency Mapping - this demonstrates the content validity of the assessment tool by indicating how the unit requirements have been met in the required activities.

Employability Skills Advice

Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. Teachers should discuss employability skills with their learners throughout the program and provide examples. For example in completing this task the learner may develop the following Employability Skills:

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Communication

locating relevant community information in familiar texts

reading and interpreting simple community texts, familiar signs and symbols in a familiar environment

sharing community related information

using mathematical information embedded in a text using formal and informal mathematical language

interpreting data presented in simple visual form such as a table or map Problem solving

locating relevant community information

using a range of reading strategies to make and convey meaning Self management

completing the activity within a specific time frame Planning and organising

planning simple verbal presentation

Instructions for the learner

This includes information on what the learner needs to do (task) and how they will be assessed. This example requires learners to:

Read council community information about waste collection

Complete a learner planning sheet to help them plan their presentation Present the information to the class

Respond verbally to questions about the council texts

Use a peer review sheet to provide feedback to other learners

Step 6: Validate assessment tools

Validation Checklist

Use this to ensure that the assessment tools and instruments, the evidence collected using the tools and instruments and the interpretation of that evidence to make a judgement of

competence in relation to the identified unit(s) of competency is consistent with the principles of assessment. Use the comments column to note any improvements that need to be made to the assessment tool. A sample completed Validation checklist is included at the end of this section. A blank Validation Checklist is included in Appendix 2.

Competency Mapping

This tool assists assessors with mapping the key components within their task/s to the Unit(s) of Competency to demonstrate content validity. See the example at the end of this assessment tool. A blank competency Mapping proforma is included in Appendix 1.

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Assessor Guidelines

Course: 21771VIC Certificate I in General Education for Adults (Introductory)

Learners will be assessed on the following units:

VBQU122 Engage with simple texts to participate in the community VBQU129 Work with simple numerical and statistical information Setting up the assessment task

Find a range of examples of council publications/texts related to community themes, for example, information about council facilities and services.

Tell the learners that they will be reading texts about waste collection services in the local area. Prepare the learners by discussing what happens about waste collection in their area, both weekly and fortnightly collections, as well as annual collections of hard waste.

Check that learners are familiar with calendar layouts and purposes.

Note the extent of requirements in the units. Does the task allow learners to meet part or all of the outcomes? Note that this tool meets some, but not all, of the requirements. Additional assessment would be required to assess the breadth of numeracy in VBQU129 Work with simple numerical and statistical information.

Prepare assessment tool

Instructions to learners about the assessment task Planning sheet for learners

Questions to assess engagement with text Peer assessment checklist

Assessor Guidelines Conducting the assessment

1. Emphasise what is being assessed. The assessment will be of: your understanding of what the text is about and who it is for your understanding of why the information is important to you

your opinion about the things in the text that helped you to understand it clearly using numbers to read and interpret information

2. Tell learners what support is available to them. This can be asking the assessor to clarify instructions, using a personal dictionary, calculators or computer.

3. Show the following texts to the student and ask them to read them to themselves (2009 Waste Collection Calendar and Moreland Waste collection areas leaflet)

4. Allow a reasonable time for the student to read and re-read the texts 5. Tell them that they will need to prepare a short presentation on the texts 6. Tell them you will also ask them some questions about the texts

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7. Ask the student to use the planning sheet to plan their presentation

8. Observe the student presentation using the recording sheet to note evidence 9. Ask questions making notes of individual responses.

10. Use the recording sheet to record evidence. Use the Evidence required column to guide judgement. This is based on the Elements and Performance Criteria of the unit, the Required Skills & Knowledge and other requirements of the unit.

11. Note whether the evidence is satisfactory or whether additional evidence is required 12. Provide verbal feedback to the student on their performance and keep the response sheet

on file.

Note: It is appropriate to seek agreement on Peer Assessment as an assessment method and participating students should be thoroughly prepared on Peer Assessment protocols.

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Instructions For The Learner

This task is part of your assessment for the units

For this assessment, you will need to read about waste collection in the local area, and be prepared to answer some questions.

You have 3 tasks:

1. Read 2 texts collected by you or your teacher (texts will be similar to those you have talked about in class).

2. Present information about your texts to your class. Use the planning sheet to help you to plan your presentation

3. Your teacher will also ask you some questions about the texts. Your presentation must include the following information:

Who are the texts for? What are the texts about?

What does the information mean for people who live in your area? Are the texts easy for people to understand? Why/Why not? How could they be improved?

How will you be assessed?

You will be assessed on the following:

your understanding of what the texts are about and who they are for your understanding of why the information is important to people

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Learner Planning Sheet

This task is part of your assessment for the units

To help you to plan your presentation, make some notes on this planning sheet and include it in your portfolio of evidence. Show it to your teacher.

EmployabilitySkills

Think about some of the Employability Skills you are developing and give some examples as part of your planning.

What Employability skills do you think you used or developed to do this planning sheet:

Communication – Example:...

Problem Solving – Example:...

Planning and organisation – Example:...

Self management – Example:...

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Learner Planning Sheet

Name: _____________________________________________ Date: _________________

Planning Sheet Questions Notes

Text 1: Waste collection calendar

Notes

Text 2: Waste collection areas Who wrote these texts?

Who are the texts for?

How is the information organised? Are there: • headings

• different size fonts (words) and colours • pictures / symbols / diagrams? • other

What is the text about? Can you think of 3 ways you might use the information?

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Were there any sections you found difficult to read? What did you do to work out the meaning of them?

Do these texts tell you what you need to know to use the waste collection in your local area?

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Sample Questions

TEXT 1 - Waste collection calendar

The following tool may be used to collect evidence from the student presentation and the sample questions may be used to collect evidence not generated through the presentation or to supplement evidence already collected.

21771VIC Certificate I in General Education for Adults (Introductory) Units:

VBQU122 Engage with simple texts to participate in the community

VBQU129 Work with simple numerical and statistical information

Student name:____________________________________________________________ Date of assessment: _______________________________________________________

Sample Question Evidence required Evidence/Student response Evidence

Satisfactory/ additional evidence required

Which organization wrote this and why?

(Source and purpose) Identifies it as a council document that gives the community information about waste collection. What is the information about? (main

message) Identifies as information about collection dates and when different types of waste are collected

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Who might use this information?

(audience) Identifies themselves, family members or neighbours.

Can you tell me 3 things you might use

this information for? (purpose) Identifies; _{When to put out waste} What to put out

What to do if they have a question about their service What are the main features of the

information? How is it organised? (features of the text)

Identifies as a calendar Identifies months and abbreviations for weekdays Identifies symbols in key Identifies visuals

What waste is collected each week? What waste is collected every two weeks? How did you find this information? (reading strategies)

Gives examples such as weekly garbage and recycled rubbish such as bottles and cans. May mention drawing on non-linguistic support such as visuals and drawing on a bank of known words eg weekly, fortnightly

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What days in November will the green rubbish be collected? How do you know this? (reading strategies)

Identifies days, refers to the key and cross references with calendar

How many garbage collections are there during the year? (one step calculation) How many recycling collections are there in March?(one step calculation)

What % of these are green waste collections?(simple fractions and percentages)

52:uses + operation 4: uses + operation ½ or 50%:

What things in the leaflet help you to understand it? Show me some of the features that helped.(features of the text)

Refers to visuals, symbols such as crosses and ticks, headings in big print etc What did you find difficult to understand in

the calendar? How did you work out the meaning?(reading strategies)

Could refer to specific vocabulary, sentences or layout of the text

May indicate they had to re-read text

Draw on familiar words Was the calendar clear and easy to

follow? How can it be improved? (evaluation of text)

Offers an opinion about the text. May draw on

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texts. Makes suggestions of how the text could be improved

Why do the words in the title of the calendar start with capital letters? Why is NO written in capital letters, for example, NO plastic bags.(impact of punctuation on meaning)

Identifies the importance of punctuation in showing important information and helping us to read the text and get the message.

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SAMPLE QUESTIONS TEXT 2 - Moreland waste collection areas

21771VIC Certificate I in General Education for Adults (Introductory)

The following tool may be used to collect evidence from the student presentation and the sample questions may be used to collect evidence not generated through the presentation or to supplement evidence already collected.

Learner name: Date:

Sample Question Evidence required Student response Evidence

Satisfactory/additional evidence required

What is the purpose of this information? (purpose) Indicates that provides information about green waste collection

Who might use it?(audience) Identifies themselves, family members or neighbours.

Can you tell me what they might use this

information for? (purpose) Indicates that they would use it to find out when green waste is collected in their area What are the main features of the text? How is it

organised? (features of text) Identifies as a map with street names _{Colour coded key to identify areas} How often is the green waste collected in

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week?(reading strategies)

Which day of the week do people living in the areas coloured yellow have their green waste collected? (reading strategies)

Answers Monday : links the key to the map

Can you find a street which has the green waste

collected on Tuesdays? (reading strategies) Eg Gaffney street: links the key to the map Can you find 2 ways to contact the council if you

need further information? (reading strategies) Provides various council contact details: draws on familiar information such as telephone numbers and addresses What things in the leaflet help you to understand it?

Show me some of the features that helped.(text features)

May indicate the map with colour coding

Did you find anything difficult to read? How did you

work out the meaning? (evaluation of text) Could refer to specific vocabulary, sentences or layout of the text May indicate they had to re-read text Draw on familiar words such as days of the week

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Peer Assessment Sheet

Name of presenter: ……….Date: ……….. Feedback sheet completed by: ………

Name of text: ... Instructions

Use this sheet to keep a record of what you notice about the text presentation made by another member of your group.

Help their learning by giving constructive ideas in the space at the end of the checklist.

Description 9/8

You are clear about the purpose of the text You are clear about who the text is for (audience)

You explain why you chose this text and how it affects you You give some examples of features in the text that helped you to understand it

You answer questions about the text clearly You interpret numbers given in the texts You use mathematical language (numbers)

Comments: ______________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

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Summary Of Evidence

21771VIC Certificate I in General Education for Adults (Introductory)

Use the tool below to record all evidence collected and to confirm that sufficient evidence has been collected.

VBQU122 Engage with simple texts to participate in the community

VBQU129 Work with simple numerical and statistical information

Learner name:__________________________________ Date: ______________________ Assessor Guidelines – how to

make a judgement Y/N Evidence provided Comments Integration of Employability Skills and Facets Comments Date

Identifies features of the text such as headings, logos, photos, dates and times, and numbers, and uses these to read and interpret the text

Presentation Responses to questions

Peer assessment Identifies type of information

likely to be covered in text

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Assessor Guidelines – how to

Identifies source of text Presentation Responses to questions Peer assessment Identifies purpose and

audience of text

Presentation Responses to questions Peer assessment Identifies the main message

in the text by using a range of reading strategies

Presentation Responses to questions Peer assessment Demonstrates knowledge of

simple punctuation

Peer assessment Comments on whether the

text gets the message across Presentation Responses to questions Peer assessment

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Assessor Guidelines – how to

Uses informal and some formal mathematical language of number and data Presentation Responses to questions Peer assessment Interprets numerical

information embedded in text Presentation Responses to questions Peer assessment Performs one-step calculations Presentation Responses to questions Peer assessment Feedback (make a note of verbal feedback given):

___________________________________________________________________________________________________________ _____________________________________________________________________________________________________

Competent Additional evidence required Recommendations for future training or assessment:

___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ Assessor/Teacher name: ____________________________ Assessor signature: ________________________________

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Validate Assessment Tools Checklist

Review the assessment tool (s) against the following: Yes No Comments

Does the assessment address the Elements and Performance Criteria? ₉ Yes the tool addresses the Elements and Performance Criteria for both units identified Does the assessment obtain evidence to meet the requirements of the Evidence Guide (Critical

Aspects)? ₉

Yes learners need to read and interpret 2 different types of text. Additional assessment would be required to assess the breadth of numeracy in VBQU129 Work with simple numerical and statistical information, eg text with simple graphs

Does the assessment allow the student to demonstrate the Required Skills and Knowledge required

for the units? 9 Yes the tool enables the learner to use a range of reading strategies, basic analysis skills and use signs and symbols to make meaning Is it clear which Elements / Performance Criteria are being assessed?

NB: if a task does not cover all Elements / Performance Criteria, it needs to indicate which Elements / Performance Criteria are being assessed

9

Yes, task components have been mapped against Elements and Performance Criteria Is the assessment designed to produce valid evidence? (Is it asking for more than required? Can

every aspect of the task be related back to the unit? 9

Yes, every aspect of the task can be linked back to the appropriate unit

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Does the assessment task produce sufficient evidence?

7

Although, the tool generates a range of evidence to address assessment requirements eg learner responses, presentation, peer assessment there is a need for further evidence to satisfy the requirements of the unit specifically for the numeracy component.

Can evidence be gathered over a period of time? 9 Yes, the tool has been designed to gather evidence over a period of time

Can the evidence presented for assessment be authenticated? (e.g. group assessment) 9 Yes, the teacher can observe the learner over a period of time

Does the assessment comply with the principles of fairness? 9

Yes, assessor guidelines provide advice on _{levels of support and access to resources such}

as dictionaries

Is there enough guidance for the assessor on making a judgement? 9

Yes the sample questions to assess _{engagement with text provides the assessor}

with guidance on the evidence required Are the assessment instructions and conditions clear and accessible to the learner? Is the

level of support required provided?

9

Yes, the task requirements, what is being assessed and how is explicit to learners. Level of support is detailed in Assessor Guidelines eg allowing reasonable time for student to read and re-read text

Is the material used in the task culturally appropriate? 9

Yes the texts are culturally appropriate. They are _{neutral and contain general community}

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Are all sign off requirements included:

Date

Unit details

Signatures, assessor and trainee

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Competency Mapping

Component of Unit(s) of Competency Component of

Task

Elements/Performance Criteria

Required Skill and Knowledge Range Statements Evidence Guide

Presentation

and Questioning VBQU122 _{Element 1 (PC 1.1, 1.2,} 1.3)

Element 2 (PC 2.1, 2.2, 2.3, 2.4, 2.5)

can read texts which have predictable structure and familiar vocabulary; can get the gist or locate specific information in texts which have more unfamiliar elements

uses a range of reading strategies including ability to draw on bank of sight vocabulary of personally relevant words/ phrases and use of word attack skills can identify purpose and audience of a

text

can make connections between own knowledge and experience and the purpose of texts

beginning ability to analyse texts communication skills to undertake

assessment

informative texts such as

brochures, community newsletters with explicit navigation features, eg, headings

information formatted into a table sentences containing adjectives,

pronouns and prepositions familiar place-related information numbers (for example, dates and times, phone numbers relevant to local community)

meaning-making strategies, for example:

- drawing on non-linguistic

support such as illustrations, diagrams, photos, symbols, colours, layout

- making connections between

own knowledge and experience and the purpose of texts

- drawing on a bank of known

words and phrases including

learners will be able to locate personally relevant information related to participation in the community in simple and familiar texts

learners will be able to read and interpret short, explicit and personally relevant texts evidence that texts have been accessed on

at least two occasions. Each occasion must address a different text type

access to real texts in context At this level the learner may: depend heavily on visual cues to

understand meaning

need time to read, reread and decode text depend on a personal dictionary

depend on the teacher and need frequent support to interpret meaning

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Component of Unit(s) of Competency Component of

Task

Elements/Performance Criteria

Required Skill and Knowledge Range Statements Evidence Guide

those related to the immediate environment VBQU129

Element 1 (PC 1.1, 1.2, 1.3 1.4)

Element 2 (PC 2.1, 2.2, 2.3)

knowledge that signs / prints/ symbols tables /graphs represent meaning communication skills to undertake

learning and assessment

informal and some formal language of number and data

simple addition and subtraction

numbers should be relevant and appropriate to the learner recognise equivalence of 50% one step calculations, subtraction,

addition small tables

learners will be able to work with simple numerical information in familiar texts. learners will be able to work with simple,

familiar tables and graphs.

access to real/authentic or simulated tasks, materials and texts in appropriate and relevant contexts

At this level, the learner may:

use oral descriptions with common, everyday, informal language and gestures depend on teacher/support person or

advice/modelling

use “in the head” methods, pen and paper methods and calculators.

Activity VBQU122 PC 1.2

PC 2.2 VBQU129 PC 1.2

knowledge of how basic punctuation impacts on meaning

informal and some formal language of number and data

sentences with simple verb tenses and routine word order patterns numbers should be relevant and

appropriate to the learner most, least, first

learners will be able to read and interpret short, explicit and personally relevant texts learners will be able to work with simple

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PRODUCED WITH ACFE FUNDING

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SAMPLE ASSESSMENT TOOL 2

21772VIC Certificate I in General Education for Adults

Context

The following sample assessment tool is part of a program consisting of a topic: waste and the environment. The selection of this topic was based on, learners’ needs, interests and issues they were experiencing in their neighbourhood. The broader topic, focused on a number of areas including waste collection in learners’ own local areas and the dumping of waste in local communities. To ensure that learners were given every opportunity to access and engage with a broad range of texts about these issues, it was decided to select the units VBQU135 Engage with texts of limited complexity to participate in the community and VBQU140 Work with measurement and design in familiar situations (see below) as the basis of learning and assessment. The requirements of these units also meant that learners could access community texts containing a range of features, structures and measurement and calculation functions. This assessment tool provides an example of how assessment can be undertaken. The

approach can be customised using community texts at a similar level with minor adjustments to questions in the assessment tool to reflect specific features of texts. Learners should access and present their own texts relevant to the topic with guidance from their teacher. (see Step 3: What text? What real life activity and resources? for key considerations to guide the teacher in the selection of appropriate texts). It should be noted that this sample assessment tool meets only part of the requirements for these units. Formative assessment tasks using other

community text types based on this topic can be used to build up a portfolio for assessment of these units.

Step 1: Select the units

The following assessment tool is based on the units:

VBQU135 Engage with texts of limited complexity to participate in the community VBQU140 Work with measurement and design in familiar situations

It is recommended that these units be delivered and assessed using an integrated, or team teaching, approach, reflecting real life situations which require engaging with texts which comprise literacy and numeracy components. Assessment tasks have been designed to collect evidence for each of the units separately, appropriate for integrated or team teaching delivery approaches.

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Step 2: Analyse the units

Once the units to be delivered and assessed have been identified, careful analysis of the units must take place to identify what needs to be assessed and the levels of performance required. Key requirements from the curriculum have been highlighted below.

Questions Description

1. What are the units about? (unit descriptor) engaging with everyday texts and less familiar text types, of limited complexity, to participate in the community

interpreting plans, drawing and assembling shapes, and estimating, measuring and calculating everyday quantities.

2a. What do learners need to do? (elements and performance criteria)

2b. What is the required level of performance? (skills and knowledge)

locate routine and familiar information for community purposes in everyday texts of limited complexity, and read, interpret and evaluate a range of everyday texts of limited complexity to participate in the community: describe features of texts, identify source, predict purpose, use a range of strategies to comprehend and analyse text, identify main message and supporting information, comment on effectiveness of text

interpret plans and draw and assemble shapes, and estimate, measure and calculate everyday quantities using appropriate instruments: common 2 and 3 dimensional shapes. Use language of shape, and measurement; assemble models;, interpret diagrams, convert measures of length, mass and capacity within the metric system

Knowledge and skills literacy

use a range of reading strategies: de-coding and meaning-making

interpret basic structural conventions of text

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purposes for texts

read familiar/ ‘get the gist’ unfamiliar identify main idea and supporting

information numeracy

ability to interpret plans and draw and assemble shapes

ability to estimate, measure and calculate everyday quantities

relating signs / prints/ symbols tables /graphs to real life purposes

communication skills to undertake learning and assessment

3a. What do I need to assess and document? (Evidence guide)

3b. What are the critical aspects for assessment and evidence required to demonstrate competency in this unit? (Evidence guide)

3c. What methods of assessment will enable the appropriate collection of evidence? (Evidence guide)

locate personally relevant information in familiar texts

three occasions; 3 different text-types; one or two linked paragraphs

real texts in context; simulation of tasks, texts and materials is permitted

appropriate support: teacher for advice/ modelling, personal dictionary,

calculators, computers, internet verbal questioning

observation peer assessment

use a combination of oral and written mathematical and general language, symbols, abbreviations and diagrams use a blend of “in the head” methods,

pen and paper methods and calculators 4. What texts/resources are suitable for the

task? Community-based information such as brochures, notices, information sheets, community newsletters

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Step 3: What text? What real life activity and resources?

After analysing the unit/s and identifying required text features and structures, check the texts selected for suitability. Below are some key considerations which informed the selection of this text.

Topic: Hard waste collection in the local area Text selected: Annual Hard Waste Collection leaflet

Key considerations Comments

Is it community related? 3 Council community information about hard waste collection

Is it at an appropriate level? 3 Text contains features and structures required at this level eg place and time related information Is it relevant to learners? 3 Learners have expressed interest in learning

more about Council services, and environmental issues.

Text is local and current.

Does it include visual cues? 3 Yes eg. symbols, visuals of types of waste Does it contain appropriate text

features?

3 Signposting/series of sequential steps Clear structure

Text supported by diagrams

Vocabulary related to local environment Does it include simple numerical

information?

3 Numbers, mathematical symbols, volume

Does it include simple shapes? 3 Yes

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Step 4: Select methods of assessment

Varying assessment methods should be used to assess learner competence using real and simulated contexts. The methods of assessment selected must generate the range of evidence required by the unit. Evidence of competence for these units should be gathered on a number of occasions over a period of time.

In this example, the assessment methods used to collect different types of evidence are:

Units of

competency Method 1: Method 2: Method 3: Method 4

VBQU135 Observation of Verbal presentation Verbal questioning to establish understanding of information and key features in text Peer observation and assessment of presentation Portfolio of evidence which may comprise completed worksheets, notes, planning sheets, photos, other presentation materials VBQU140 Teacher observation of problem solving activities Verbal questioning to check understanding of key concepts Portfolio of evidence which may comprise photographs, calculations, diagrams.

Step 5: Develop assessment tools Assessment Tool Components

This assessment tool is made up of the following components: Guidelines for the Assessor

These should include:

instructions on what the assessor needs to do to set up and conduct the assessment for example ensuring the learner has access to resources which are essential to participation in the assessment such as access to texts or equipment to conduct a presentation. It may also include instructions about the level of support which can be provided to the learner

recording sheets which include responses to verbal questions, guidance as to what the assessor needs to consider to make a judgement including employability skills

developed through this assessment. This is based on the Elements, Performance Criteria Required Knowledge and Skills, and Evidence Guide of the units

competency mapping to demonstrate the content validity of the assessment tool by indicating how the unit requirements have been met in the required activities

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Employability Skills Advice

Assessors should consider the Employability Skills which are developed through the completion of the task. These are built into the task and not separated out. Teachers should discuss employability skills with their learners throughout the program and provide examples which link their learning to the development of Employability Skills. For example in completing this task the learner may develop the following Employability Skills:

Communication

responding to and asking questions about the text sharing information with others

Problem solving

locating relevant community information

selecting appropriate objects to fit a given shape Self management

completing the activity within a specific time frame Planning and organising

planning the presentation according to requirements Instructions for the learner

This includes information on what the learner needs to do (task) and how they will be assessed. This example requires the learner to:

read council information about waste collection

complete a learner planning sheet to assist in planning their presentation present the information to the class

respond verbally to questions about the council text

use a peer review sheet to provide feedback to another learner

Step 6: Validate assessment tools

Validation Checklist

Use this to ensure that the assessment tools and instruments, the evidence collected using the tools and instruments and the interpretation of that evidence to make a judgement of

competence in relation to the identified unit(s) of competency is consistent with the principles of assessment. Use the comments column to note any improvements that need to be made to the assessment tool. A sample is included at the end of this section.

A Validation Checklist proforma is included in Appendix 2. Competency Mapping

See the example at the end of this assessment tool. A Competency Mapping proforma is included in Appendix 1.

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Assessor Guidelines

21772VIC Certificate I in General Education for Adults

Learners will be assessed on the following units:

VBQU135 Engage with texts of limited complexity to participate in the community VBQU140 Work with measurement and design in familiar situations

Setting up the assessment task Literacy component:

Locate a range of examples of council publications/texts related to community themes, for example, information about council facilities and services.

Tell the learners that they will be reading a text about hard waste collection services in the local area, talking to the class about what they have read. Their teacher will also ask some questions about the text. Prepare the learners by discussing what happens with hard waste collection in their area.

The learners will also be completing a numeracy task which will involve them working out the size of 1 metre cubed in relation to waste collection requirements specified by council.

Numeracy component:

Collect a range of objects of various sizes.

Discuss shapes including terms such as faces, parallel and cylinder. Include a flat packed box with instructions

Provide a range of measuring instruments including scales, measuring jugs, rulers and tape measures.

Read the brochure with learners and complete activity Discuss how accurate their estimates were.

Discuss whether they chose shapes that fitted into the metre cubed and if they could have added more or needed to leave some shapes out.

Note the extent of requirements in the units. Does the task allow learners to meet part or all of the outcomes? Note that this tool meets some, but not all, of the requirements of both units. Additional assessment would also be required to assess the breadth of numeracy in VBQU140 Work with measurement and design in familiar situations.

Prepare assessment tools

Instructions to learners about the assessment task Planning sheet for learners

Questions to assess engagement with texts Peer assessment checklist

CGEA SAMPLE ASSESSMENT TOOLS

CGEA

SAMPLE

ASSESSMENT

TOOLS

21771VIC Certificate I in General Education for Adults

(Introductory)

21772VIC Certificate I in General Education for Adults

21773VIC Certificate II in General Education for Adults

Contents

1

1

Introduction

INTRODUCTION TO ASSESSMENT

Incorporating Principles of Assessment

Formative and Summative Assessment

What is an Assessment Tool?

2

2

Developing assessment

tools

Validation and Moderation

3

3

Sample Assessment Tools

SAMPLE ASSESSMENT TOOL 1

Text 1

Text 2

Assessor Guidelines

Instructions For The Learner

Learner Planning Sheet









Learner Planning Sheet

Sample Questions

TEXT 1 - Waste collection calendar

SAMPLE QUESTIONS TEXT 2 - Moreland waste collection areas

Peer Assessment Sheet

Summary Of Evidence

Validate Assessment Tools Checklist

Competency Mapping

SAMPLE ASSESSMENT TOOL 2

Assessor Guidelines