Assessments

=**Assessments - Formative & Summative**=

iAchieve ACER online assessments at this link

ACER PAT assessments at this link

[|http://www.excellencegateway.org.uk] [|Assessment Links]

Professor John Hattie's paper discusses the relationship between formative and summative assessment. He argues it is not the instrument, tool, or activity that is formative or summative: this depends on its purpose and the timing of the feedback it enables. at or at website


 * Assessment Reference Group** at this link


 * Assessment for Learning** at this link. This site has been developed by **__Curriculum Corporation__** on behalf of the education departments of the States, Territories and Commonwealth of Australia


 * Professional learning** modules at the Assessment for learning website

**Improving Student Learning** A guide for practical assessment at Alanvale TAFE

UoW General Assessment Principles at this link Defining 21st century skills at this link

**Assessment and learning – unlearning bad habits of assessment [] **

Assessment is not a test. It is about gathering enough reliable evidence about a learner’s skills and knowledge through the most practical ways possible.

The most common ways of being assessed in the workplace are: • observation of daily work activities, either by the assessor, or a supervisor or manager • questions and scenarios to assess a learner’s knowledge and understanding • third party validation, where someone familiar with the learners work role and • work output is able to validate their knowledge and skills • documents such as job roles, performance reviews, training and assessment • records or workplace documents that show what the learner can do

Assessment of learning in a ‘formal setting/classroom setting

Assessment tools developed for use in formal /classroom settings should be aligned as

closely as possible to ‘simulated’ workplace settings /job roles/job activities:

• observation of ‘simulated/role play’ workplace activities • using case studies and scenarios based on ‘real’ workplace functions/activities • <span style="display: block; font-family: 'times new roman','serif'; font-size: 12pt;">developing questions based on the essential knowledge contained within units of competency • <span style="display: block; font-family: 'times new roman','serif'; font-size: 12pt;">developing scenarios based on essential skills contained within units of competency • <span style="display: block; font-family: 'times new roman','serif'; font-size: 12pt;">using documents created through the learning process as evidence • <span style="display: block; font-family: 'times new roman','serif'; font-size: 12pt;">using group work/discussions to develop essential knowledge • <span style="display: block; font-family: 'times new roman','serif'; font-size: 12pt;">developing classroom projects aligned to work place functions and assessing the <span style="display: block; font-family: 'times new roman','serif'; font-size: 12pt; line-height: 115%;">outcomes/products/processes used.