Acta CU5: Assignment Analysis
Assessment Module
ACTA CU5 Develop a Competency-Based Assessment
Name of Candidate Ruquyah Tayabbhai Gandhi
IC No: S7345974E
Contact No:
87263173
Assessor:
Ms Leong Ping Ping
Date of Assessment 19 November 2014
I declare I am the sole author of this written assignment and that this is original work submitted solely for the purpose of the Statement of Attainment for CU5: Develop a Competency-Based
Assessment: Ruquyah Gandhi
Signed
Date of submission:
Resource 1: ASSESSMENT PLAN (AP)
I. Overview of Assessment for the Competency Unit
Competency unit: Promote Child’s (0-8) Learning and Development through Motor Development Skills Programme (CS-SP-430C-1)
Competency elements:
1. Gather information about …show more content…
children and their needs
2. Apply child development theories into motor skills development programme 3. Plan and design a supportive environment that enhances motor skills development experiences
4. Create and conduct a supportive environment that enhances moto skills development experiences
5. Evaluate child’s progress in learning and development
6. Manage resources for conduct of motor skills development programme Purpose of assessment:
Sky Training Institute is an Early Childhood Training Institute to train early childhood teachers working in the childcare, kindergarten and early childhood industry.
Context of assessment:
Organization – Sky Training Institute (Training Room, Team) should utilise the most recent rules and regulation on Workplace Safety and Health Act 2006Education Act 1997Compulsory Education Act 2003 Children and Young Persons Act 2005 Childcare Centres Act 2001 Association for Early Childhood Educators (Singapore) Code of Ethics Code of Professional Conduct Preschool Qualification Accreditation Committee (PQAC)Family Law Act
Industry – industry standards and practices, i.e. standard resources such as equipment (e.g. videos / DVDs, projector, tables, flipchart, whiteboard) and scenarios of different organizations in the same industry). Able to apply communication techniques suited to working with families from a range of cultural groups in Singapore. Have knowledge of theoretical concepts underpinning family work. Able to listen and speak English at a proficiency level equivalent to the Employability
Legal – Assessment should be carried out and assessed in environments that comply with the Workplace Safety and Health Act (WSHA) and other legal requirements such as
Copyright Act (Cap 63, 2006 Rev Ed) (‘CA’).
Assessment venue:
Skyline Training Level 3 Room: 301
Description of candidates:
Age – 19 years and above
Gender – Females and Males
Language – Proficient in English
Educational level – GCE O-Level including Applicant must have at least a credit in 5 ‘O’ Levels subjects, including EL1 (B4) or band 6.5 in IELTS or Skills System (ESS) Literacy Level 6 be able to read and write English at a proficiency level equivalent to Employability Skills System (ESS) Literacy Level 6.Able to manipulate numbers at a proficiency level equivalent to Employability Skills System (ESS) Motor skills development Level 5 have basic languages / dialects relevant to the client target group
Has first aid skills
Have Information Communications Technology (ICT) skills
Motivation level – High
Nationality – Singaporeans and PR citizens
Special needs of candidates: Workplace experience
Any other special requirements: Nil
Stakeholders in AP development team and their role:
Stakeholders
Reasons
Director Academic (AD)
Mr. Peter Brown
For overall assessment to be successfully implemented
To ensure Assessment Plan (AP) meet specific requirements and strategies provided
Head, Learning, Academic Development Services (LADS),
Mrs. Jena Chom
To advise on the assessment duration
To ensure Assessment Plan (AP) meets objectives, strategies and timelines
To endorse final assessment plan
Administrator Coursework, (AC)
Mr Paul Woo
To know how effective the assessment is for their respective staff
For operational release of staff for assessment purposes
Competency Elements
Methods
1.Gather information about children and their needs
Written Assignment
2. Apply child development theories into motor skills development programme
Written Assignment
3. Plan and design a supportive environment that enhances motor skills development experiences
Written Assignment
4. Create and conduct a supportive environment that enhances motor skills development experiences
Written Assignment
5. Evaluate child’s progress in learning and development
Written Assignment
6. Manage resources for conduct of motor skills development programme
Written Assignment
Method
Duration
Ratio of assessor to candidate
Remarks
Written Assignment
30 mins 1: 1
Written Assignment duration is 2 weeks
Oral Questioning
10 minutes 1: 1
Feedback
10 minutes 1: 1
Total
40 mins
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II.
Evidence Gathering Plan
Competency Element (CE), Performance Criteria (PC), Underpinning Knowledge (UK)
Evidence requirement
Assessment methods
Assessment tools
WA
OQ
For Assessor
Assessor should be familiar with the Assessment Plan (AP), tools and set-up before the assessment
Assessor should collect the set of assessment records, attendance list and his Assessor’s card before the start of assessment
Assessor should arrive at the assessment site 1 hour before the start of the first assessment
Assessor should ensure that the assessment site, tools and set-up based on this specifications table (ASWA) before the first candidate proceeds with the assessment. Assessor should use the Logistics Checklist (Appendix 1)
Assessor should use the Pre-Assessment Briefing Checklist (For Assessor) (Appendix 3) to explain to the candidate on the assessment requirements, prior to starting the assessment
Assessor should inform the candidate on the emergency exit route
Assessor should switch off his or her hand phone to silent mode during assessment
Assessor should exercise professionalism throughout the assessment and comply with the Code of Practice for Assessors (Appendix
4)
Assessor should ensure that he or she reviews the assessment and all disputes must be recorded and reported
Must read Appeal Process (Appendix 5)
For Candidate
Candidate should confirm the assessment date during the course. In the event that a change is required, the candidate must inform his or her Approving Officer (AO).
On the day of the assessment, candidate should reach the assessment site at least 30 minutes before the assessment time.
Candidate should come in working attire.
Candidate should bring his or her Identity Card (IC) or any identification with name, photo and identity card number.
If candidate is unwell on the day of the assessment, he or she must inform his or her Approving Officer (AO).
Candidate must exercise professionalism during the assessment
PC1.1 Identify child’s needs and develop goals for the group of children and individual child if necessary
Show me (Product/ Indirect)
Candidate is able to identify any two needs of each of the following
Child’s gross motor (Any 2)
Running
Jumping
Skipping
Child’s fine motor skills (Any 2)
-grasping
-picking small objects
- manipulating small objects with fingers
Candidate is able to craft any 2 goals to determine motor development needs in a written lesson plan
By the end of the lesson children will be able to jump from point A to point B compile and create profile of the child’s motor skills
√
PC1.2 Obtain feedback from family members about the child’s developmental needs and interest in motor skills development programme
Show me (Product)
(Indirect and Supplementary)
Candidate is able to specify and obtain 1 the feedback from the family about child’s developmental needs on motor skills development.\
Suggested Answers
-face to face during drop off or pick up times
-daily communication books
obtain 1 feedback on the interest of the child in physical activities\ Suggested Answers
-interview with parents during conferences
-child’s past portfolio
√
PC1.3
Interpret information gathered to facilitate planning of motor skills development programme
UK1.3 interpretation and analysis of information gathered
Show me and Tell me (Direct and Indirect) Candidate will be able to
Plan 1 motor skills activity with suitable approaches to develop motor development program in the workplace
Questions Asked: Name two elements consider when planning a motor development program
-age appropriateness of the child
- safety of the environment
provide 1 interpretation on the information gathered on the motor development lesson plan based on following criteria
-reflections of motor skills activities in the lesson plan
-evaluation age appropriateness of the child and the motor activities in the lesson plan
√
√
PC1.4
Compile information into individual child’s portfolio as reference to monitor child’s learning and development
UK1.4 types of child portfolio for teaching motor skills development programme
Show me and Tell me (Direct/ Indirect)
Candidate is able to compile a child’s portfolio on motor skills activities
use reference of this portfolio to document and select 1 work samples in motor skills activities any of the of places
-1 indoor activity
-1 outdoor activity
record reports of the child progress in learning and development in these motor skills activities
√
√
UK1.1 overview of the principles of family involvement
Tell Me (Direct/ Knowledge)
Specify any 2 principles of family involvement
Suggested Answers (any two)
- Ensure diversity among family members
-Be ready to hear family members
-Respect the family has for change
√
UK1.2 overview of the principles of inclusive and non-discriminatory practices
Tell Me (Direct/ Knowledge)
Specify any 2 principles of inclusive and non- discriminatory practices Suggested Answers( any two)
-provide time and space for family to be involved
- maintain confidentiality
-respect the family’s right to privacy, refraining from disclosure of confidential information and intrusion into family life.
(Based on NAEY Code of ethics IIFamiliesP2.13)
√
III. Assessment Specifications
Purpose of Assessment:
To confirm competence in Competency Element (CE) 1: Gather information about the children and their needs which serves as partial fulfillment for the Statement Of Attainment (SOA) from Singapore Workforce Development Agency (WDA) for the Competency unit / code: Promote Child’s (0-8) Learning and Development through Motor Skills Development Programme (CS-SP-430C-1).
Specifications
Guidelines
Performance Criteria
CE1 – PC 1.1.1 to 1.4
Duration
Submission 2 weeks after end of the unit
Venue
Off site
Physical Set-Up NA
Pre-Assessment Instructions
For Assessor
Assessor should be familiar with the Assessment Plan (AP)
Assessor should collect the set of assessment records, attendance list and his Assessor’s card before the start of assessment
Assessor should arrive at the assessment site 1 hour before the start of the first assessment
Assessor should ensure that the assessment site, tools and set-up based on this specifications table (ASWA) before the first candidate proceeds with the assessment.
Assessor should use the Pre-Assessment Briefing Checklist (For Assessor) (Appendix 3) to explain to the candidate on the assessment requirements, prior to starting the assessment
Assessor should exercise professionalism throughout the assessment and comply with the Code of Practice for Assessors (Appendix 4)
Assessor should ensure that he or she reviews the assessment and all disputes must be recorded and reported
Must read Appeal Process (Appendix 5)
For Candidate
Candidate should confirm the assessment date during the course. In the event that a change is required, the candidate must inform his or her Approving Officer (AO).
On the day of the assessment, candidate should reach the assessment site at least 30 minutes before the assessment time.
Candidate should come in working attire.
Candidate should bring his or her Identity Card (IC) or any identification with name, photo and identity card number.
If candidate is unwell on the day of the assessment, he or she must inform his or her Approving Officer (AO).
Candidate must exercise professionalism during the assessment
Candidate should set the hand phone to silent mode during assessment
Assessor will brief the candidate on the assessment requirements at the start of the assessment (state the competencies that learner is required to demonstrate and also the assessment activities which the candidates will be participating). Candidate should clarify with assessor if he or she does not understand the instructions
Candidate should inform assessor of their special needs (if appropriate)
Use Pre-Assessment Briefing Checklist (For Candidate) (Appendix 2)
Process of Conducting Assessment
Ask questions needed to clarify any issues arising from the Written Assignment (WA) in class
Allow candidates to seek clarification of questions
Managing Limitations of Evidence
How should limitations of the evidence gathering process be handled?
It should be noted and given as feedback to the Assessment Panels. It must be addressed during the next moderation so as to review and improve the evidence gathering process.
What exceptions might there be during the evidence gathering process? To what extent can assessors be flexible?
Where competencies evidence is lacking, supplementary oral questions will be asked and they count towards making the assessment decision. Assessors can be flexible if assessment practices are to be appropriate to the range of contexts in which an assessment can take place. More importantly, this cannot compromise on the fairness of the assessment.
Who should assessors refer to when the evidence gathered do not fulfill the rules of evidence?
Assessors should refer to the Assessment Panels comprising of various stakeholders for the assessment processes to be reviewed.
Recording Assessment Results
Record findings and conclusions in the Assessment Record for
Written Assignment (ARWA).
Tick (√) in the ‘C’ column for ‘Competent’ and the ‘NYC’ column for ‘Not Yet Competent’ to indicate the outcome of the assessment for the specific Performance Criteria (PC).
Record observations of competence where applicable in the ‘Remarks’ column.
Record reasons for ‘NYC’ in the ‘Comments’ column.
Ensure that the result from the Written Assignment (WA) is transferred to the Assessment Summary Record.
A ‘NYC’ in the Competency Element (CE) 1: Gather information about children and their needs ‘NYC’ in the entire Competency Unit (CU)/ code: Promote Child’s (0-8) Learning and Development through Motor Skills Development Programme. (CS-SP-430C-1).
Candidate is deemed competent when he or she achieved a ‘C’ for all Performance Criteria (PCs) and Underpinning Knowledge (UKs) in the unit.
Feedback
Give candidate feedback on the outcome
Check with the candidate for his or her comments
For ‘NYC’ results
Identify the specific criteria for improvement
Provide specific guidance to candidates on how to close the gaps
Remind the candidate of his or her right to appeal the decision
Record the candidate’s feedback in the Summary Assessment Record.
Obtain candidate’s signature.
III. Assessment Specifications for Oral Questioning (ASOQ)
Purpose of Assessment:
To confirm competence in Competency Element (CE) 1: Arrange venue and resources which serves as partial fulfillment for the Statement Of Attainment (SOA) from Singapore Workforce Development Agency (WDA) for the Competency unit / code: Promote Child’s (0-8) Learning and Development through Motor Skills Development Programme (CS-SP-430C-1).
Specifications
Guidelines
Underpinning Knowledge
CE1 UK 1.1 to UK 1.4
Duration
10 minutes
Venue
Training Room, 301
Set-Up
Resources
Assessment tools
Attendance
Manuals
Specifications (ASOQ)
The assessment site is conducive, away from distractions or noise and where privacy can be maintained. Temperature should be maintained at a comfortable level. Lighting is adequately bright.
Pre-Assessment Instructions
For Assessor
Assessor should be familiar with the Assessment Plan (AP), tools and set-up before the assessment
Assessor should collect the set of assessment records, attendance list and his Assessor’s card before the start of assessment
Assessor should arrive at the assessment site 1 hour before the start of the first assessment
Assessor should ensure that the assessment site, tools and set-up based on this specifications table (ASOQ) before the first candidate proceeds with the assessment. Assessor should use the Logistics Checklist (Appendix 1)
Assessor should use the Pre-Assessment Briefing Checklist (For Assessor) (Appendix 3) to explain to the candidate on the assessment requirements, prior to starting the assessment
Assessor should inform the candidate on the emergency exit route
Assessor should switch off his or her hand phone to silent mode during assessment
Assessor should exercise professionalism throughout the assessment and comply with the Code of Practice for Assessors (Appendix 4)
Assessor should ensure that he or she reviews the assessment and all disputes must be recorded and reported
Must read Appeal Process (Appendix 5)
For Candidate
Candidate should confirm the assessment date during the course. In the event that a change is required, the candidate must inform his or her Approving Officer (AO).
On the day of the assessment, candidate should reach the assessment site at least 30 minutes before the assessment time.
Candidate should bring his or her Identity Card (IC) or any identification with name, photo and identity card number.
If candidate is unwell on the day of the assessment, he or she must inform his or her Approving Officer (AO).
Candidate should set the hand phone to silent mode during assessment
Assessor will brief the candidate on the assessment requirements at the start of the assessment (state the competencies that learner is required to demonstrate). Candidate should clarify with assessor if he or she does not understand the instructions
Candidate should inform assessor of their special needs (if appropriate)
Use Pre-Assessment Briefing Checklist (For Candidate) (Appendix 2)
Process of conducting assessment
Ask questions needed to clarify any issues arising from the Oral Questioning (OQ)
Allow candidates to seek clarification of questions
Managing Limitations of Evidence
How should limitations of the evidence gathering process be handled?
It should be noted and given as feedback to the Assessment Panels. It must be addressed during the next moderation so as to review and improve the evidence gathering process.
What exceptions might there be during the evidence gathering process? To what extent can assessors be flexible?
Where competencies evidence is lacking, supplementary oral questions will be asked and they count towards making the assessment decision. Assessors can be flexible if assessment practices are to be appropriate to the range of contexts in which an assessment can take place. More importantly, this cannot compromise on the fairness of the assessment.
Who should assessors refer to when the evidence gathered do not fulfill the rules of evidence?
Assessors should refer to the Assessment Panels comprising of various stakeholders for the assessment processes to be reviewed.
Recording Assessment Results
Record findings and conclusions in the Assessment Record for Oral Questioning (AROQ).
Tick (√) in the ‘C’ column for ‘Competent’ and the ‘NYC’ column for ‘Not Yet Competent’ to indicate the outcome of the assessment for the specific Underpinning Knowledge (UK).
Record observations of competence where applicable in the ‘Remarks’ column.
Record reasons for ‘NYC’ in the ‘Comments’ column.
Ensure that the result from the Oral Questioning (OQ) is transferred to the Assessment Summary Record.
A ‘NYC’ in any Underpinning Knowledge (UK) will result in a ‘NYC’ in the Competency Element (CE) 1: Gather information about children and their needs
A ‘NYC’ in Competent (CE) 1: Gather information about children and their needs will result in a ‘NYC’ in Competency Unit (CU) / code: Provide Child’s (0-8)
Learning and Development through Motor Skills Development Programme (CS-SP-430C-1).
A candidate is deemed competent when he or she achieved a ‘C’ for all Performance Criteria (PCs) and Underpinning Knowledge (UKs) in the unit
Feedback
Give candidate feedback on the outcome
Check with the candidate for his or her comments
For ‘NYC’ results
Identify the specific criteria for improvement
Provide specific guidance to candidates on how to close the gaps
Remind the candidate of his or her right to appeal the decision
Record the candidate’s feedback in the Summary Assessment Record.
Obtain candidate’s signature.
IV.SUMMARY ASSESSMENT RECORD
Assessment Centre :
Training Room, 301 Level 3
Competency Unit (CU) / code :
Promote Child’s Learning and development through motor skills development programme (CS-SP-430-1)
Candidate Name :
Candidate NRIC No. :
Assessor Name :
Assessment Method :
Written Assignment (WA)
Oral Questioning (OQ)
Assessment Date :
Start Time :
End Time :
Summary
Competency Element
Assessment Method
Result
WA
OQ
1. Gather information about children and their needs
2. Apply child development theories into motors development programme
3. Plan and design a supportive environment that enhances motor skills development experiences
4. Create and conduct a supportive environment that enhances motor skills development experiences
5. Evaluate child’s progress in learning and development
6. Manage resources for conduct of motor skills development programme
This candidate has been assessed as:
COMPETENT
NOT YET COMPETENT
in the competency unit / code: Promote Child’s (0-8)Learning and Development Through Motor Skills Development Programme (CS-SP-430C-1)
By signing, the candidate is agreeing to accept the assessment outcome
Assessor signature:____________ Candidate signature:_______________
Feedback on outcome by assessor/feedback by candidate:
V. Assessment Record for Written Assignment (ARWA)
Candidate’s Name :
End Time :
NRIC Number :
Start Time :
Assessor’s Name :
COMPETENCY ELEMENT 1: Gather information about children and their needs
CHECKLIST for Written Assignment
Performance Criteria/Underpinning Knowledge
Assessment Criteria
Tick
Evidence of ‘C’ and ‘NYC’ must be recorded
C
NYC
PC1.1 Identify child’s needs and develop goals for the group of children and individual child if necessary
Candidate is able to identify any two needs of each of the following
Child’s gross motor (Any 2)
Running
Jumping
Skipping
Child’s fine motor skills (Any 2)
-grasping
-picking small objects
- manipulating small objects with fingers
Candidate is able to craft any 2 goals to determine motor development needs in a written lesson plan
By the end of the lesson children will be able to jump from point A to point B compile and create profile of the child’s motor skills
PC 1.2 Obtain feedback from family members about the child’s developmental needs and interest in physical activities
Candidate is able to specify and obtain 1 the feedback from the family about child’s developmental needs on motor skills development.\
Suggested Answers
-face to face during drop off or pick up times
-daily communication books
obtain 1 feedback on the interest of the child in physical activities\ Suggested Answers
-interview with parents during conferences
-child’s past portfolio
PC 1.3 Interpret information gathered to facilitate planning of motor skills development programme
UK1.3 interpretation and analysis of information gathered
Candidate will be able to
Plan 1 motor skills activity with suitable approaches to develop motor development program in the workplace
Questions Asked: Name two elements consider when planning a motor development program
-age appropriateness of the child
- safety of the environment
provide 1 interpretation on the information gathered on the motor development lesson plan based on following criteria
-reflections of motor skills activities in the lesson plan
-evaluation age appropriateness of the child and the motor activities in the lesson plan
PC 1.4 Compile information into individual child’s portfolio as references to monitor child’s learning and development
UK1.4 documentation needed to evaluate motor skills competency
Candidate is able to compile a child’s portfolio on motor skills activities
use reference of this portfolio to document and select 1 work samples in motor skills activities any of the of places
-1 indoor activity
-1 outdoor activity
record reports of the child progress in learning and development in these motor skills activities
Remarks:
Assessor Signature
Date
Candidate Signature
Date
Assessment Record for Oral Questioning (AROQ)
Candidate’s Name :
End Time :
NRIC Number :
Start Time :
Assessor’s Name :
COMPETENCY ELEMENT 1: Gather information about children and their needs
CHECKLIST for Oral Questioning
Performance Criteria/Underpinning Knowledge
Assessment Criteria
Tick
Evidence of ‘C’ and ‘NYC’ must be recorded
C
NYC
UK 1.1 Overview of the principles of family involvement
Tell Me (Direct/ Knowledge)
Specify any 2 principles of family involvement
Suggested Answers (any two)
- Ensure diversity among family members
-Be ready to hear family members
-Respect the family has for change
UK.1.2 Overview of the principles of inclusive and non-discriminatory practices
)
Specify any 2 principles of inclusive and non- discriminatory practices Suggested Answers( any two)
-provide time and space for family to be involved
- maintain confidentiality
-respect the family’s right to privacy, refraining from disclosure of confidential information and intrusion into family life.
(Based on NAEY Code of ethics IIFamiliesP2.13)
Remarks:
Assessor Signature
Date
Candidate Signature
Date
VI. Assessment Tools Required and other Related Documents
Written Assignment (WA)
You need to document and gather evidence on motor skills activity of a child and create it into a child’s portfolio.
Here are the following areas you need include:
Choose an age group from 3 to 6 years old.
Select any one child between 3 to 6 years old
Write a 50 words about this child’s profile on its motor skill development
In a non-discriminatory practice, state 2 reason in the selection of this child
Explain 2 ways how did you obtain feedback information about this child from members of the family.
Plan a lesson on one motor skills development activity with 2 measurable objectives/goals
Sample Format of the lesson as shown in figure 1
Figure 1
Class:
Age group: Duration Activity:
Goals/Objectives: At the end of the lesson, the children will be able to…..
1.
2.
a. Activity
b. Closure of the activity
c. Follow-up of the activity
d. Reflect ion of the activity
e. Evaluation of the activity
Reflect and evaluate this lesson and provide 2 other suggestions for these motor skills activities
Document this lesson plan and support with 1 fine and 1 gross motor skill activity work sample.
Compile it into motor development child’s portfolio and submit
Appendix 1
Logistics Checklist
Check Item
Check Points
Condition
1. Documents
Promote Child’s Learning and development through motor skills development programme (CS-SP-430-1)
Assessment tools
Attendance
Manuals
Specifications (ASWA or ASOQ)
2. Assessment Site information
Training Room, Team
Offsite
3. Assessment Site
Air conditioner working and temperature maintained at a comfortable level
Lighting adequately bright tables chairs
1 laptop
Resources which Course Administrators (CAs) generally arrange
Equipment (e.g. videos / DVDs, projects, flipchart and whiteboard)
Training guides
References / texts
4. Stationery and Others
Pens and pencils
Writing pads
Bottled mineral water and mints
Appendix 2
Pre-Assessment Briefing Checklist (For Candidate)
1.
Produce candidate’s Identity Card (IC) or any identification with name, photo and identity card number for verification
2.
Highlight any special needs (if appropriate)
3.
Clarify with assessor if candidate does not understand the instructions or Appeal Process
4.
Bring in Learner Guide and resource materials as it is an open book assessment
5.
Written Assessment (WA)
To be submitted two weeks after completion of the Unit : Promote Child’s Learning and development through motor skills development programme (CS-SP-430-1)
You will be assessed on your demonstrations from the workplace observation
6.
Oral Questioning (OQ)
The duration is 10 minutes.
You will be assessed on your understanding of the competencies. In addition, you may be asked to provide clarifications pertaining to your Written Assignment (WA).
7.
Total assessment duration of Written Assessment (WA) and Oral Questioning (OQ) is 20 minutes
Appendix 3
Pre-Assessment Briefing Checklist (For Assessor)
1.
Verify candidate’s identity
2.
Explain assessment’s purpose, process and duration
3.
Check with candidate for any special needs
4.
Explain the rights for confidentiality and the Appeal Process (Appendix 5)
5.
Proceed with assessment
6.
Record the start time and end time
7.
Assess and record candidate’s competency for all Performance Criteria (PCs) and Underpinning Knowledge (UKs)
8.
Record results in Summary Assessment Record (A candidate is considered ‘Competent’ only when he or she is rated ‘C’ for all the PCs)
9.
Feedback results to candidate
10.
Assessor sign on Summary Assessment Record
11.
Check and submit completed forms to Head, Learning, Academic Development Services (LADS),Mrs. Jena Chom
Appendix 4
Code of Practice for Assessors
Assessment specialists from the National Council for Measurement in Education (NCME) have developed an international code of ethics and practice. It is listed as follows:
1. The differing needs and requirements of the person(s) being assessed, the local organisation(s) and the industry are identified and handled with sensitivity.
2. Potential forms of conflict of interest in the assessment process and/or outcomes are identified and appropriate referrals are made, if necessary.
3. All forms of harassment are avoided throughout the planning, conduct, reviewing and reporting of the assessment outcome.
4. The rights of the candidate(s) are protected during and after the assessment.
5. Personal or interpersonal factors that are not relevant to the assessment of competency must not influence the assessment outcomes.
6. The candidate(s) is made aware of rights and processes of appeal.
7. Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency.
8. Assessment decisions are based on available evidence that can be produced and verified by another assessor.
9. Assessments are conducted within the boundaries of the assessment system policies and procedures.
10. Formal agreement is obtained from both the candidate(s) and the assessor that the assessment was carried out in accordance with agreed procedures.
11. Assessment tools, systems, and procedures are consistent with equal opportunity legislation.
12. The candidate(s) is informed of all assessment reporting processes prior to the assessment.
13. The candidate(s) is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment.
14. Confidentiality is maintained regarding assessment results.
15. Results are only released with the written permission of the candidate(s).
16. The assessment results are used consistently with the purposes explained to the candidate.
17. Self-assessments are periodically conducted to ensure current competencies against the assessment and Workplace Training Competency Standards.
18. Professional development opportunities are identified and sought.
19. Opportunities for networking amongst assessors are created and maintained.
20. Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes.
Appendix 5
Appeal Process
Prior to the start of the assessment, the assessor must inform the candidate that in the event of a dispute in the assessor’s decision, the candidate has the right to an appeal process.
First, the candidate should discuss with the assessor the dispute areas. Should the discussion not result in the candidate being convinced of the assessor’s decision, the candidate has the right to formally file an appeal to the Approved Training Organization (ATO) Appeal Board. The candidate should inform the assessor of his / her intention to file an appeal. This will allow the assessor to record the candidate’s intention in the feedback section of the Summary Assessment Record.
Second, to formally file an appeal, the candidate would then provide details such as Name, NRIC number, contact number, email address, Competency Unit (CU) assessed, assessment date, time and venue, name of assessor and reasons for the appeal and appeal fee (if applicable).
An appeal must be lodged within 5 – 7 days from the assessment date. Once the Approved Training Organization (ATO) receives the appeal, it will inform the candidate when a final decision will be made by the Appeal Board.
Version
Effective Date
Changes
Author
1.0
New release
Resource 2: PRINCIPLES OF ASSESSMENT CHECKLIST
VALIDITY
Yes/No
Comment
1. The assessment tasks are based on realistic workplace activities and contexts.
Yes
Assessment tasks are directly to related to the workplace in the PC and UK
2. The evidence relates directly to the units of competence being assessed.
Yes
All the evidence has directly related to the units of competence
3. The tool(s) will assess the candidate’s ability to meet the level of performance required by the unit(s) of competency.
Yes
All PCs and UKs are integrated as shown in the evidence plan and the CEs are also included
4. The assessment tasks have been designed to allow holistic and integrated assessment of knowledge, skills and attitudes. Yes
Assessment tasks are designed in a holistic learning environment
5. Where practical, more than one task and source of evidence will be used as the basis for judgement
Yes
More than two assessment methods are used like Written Assignment and Portfolio
6. Where practical, evidence drawn from a variety of performance over time.
No
The summative assessment and collection of evidence is taken at present
7. Where practical, the methods and processes for assessment have been validated by another person with expertise in the competencies being assessed Yes
Refer to resource number 4
RELIABILITY
Yes/No
Comment
1. Critical elements have been identified and sampling will be used to ensure that the most important aspects are assessed.
No
Not applicable as of yet no critical elements is seen
2. Assessment exemplars and checklists have been prepared for use by assessors. Yes
Assessment record has been prepared
3. Guides for observing & recording evidence are based on the competency units.
Yes
Assessment record has shown these guides
4. Clear guidelines are available to ensure assessors make consistent decisions over time and with different candidates.
Yes
Assessment records has shown these guidelines
5. Where multiple assessors are involved in conducting parallel assessment events, the strategies have been agreed.
No
Non applicable for this current assessment
6. Consistent instructions to candidates and procedures for undertaking an assessment are available to all assessors.
Yes
It is shown in the assessment specification plan
7. Where work samples are to be used as evidence, candidates will receive specific guidelines on requirements, including information about ensuring authenticity and currency of the evidence.
No
No work samples are used in this assessment task
8. Where a unit or units of competency are to be assessed in different situations, the situations are generally comparable.
No
It is not applicable
FLEXIBILITY
Yes/No
Comment
1. The assessment approach can be adapted to meet the needs of all candidates and workplaces.
Yes
Each candidate has different learning needs
2. Where practical and appropriate, assessment will be negotiated and agreed between the assessor and the candidate.
Yes
Assessment is flexible prior negotiation
3. Candidates will be able to have their previous experience or expertise recognised.
No
Assessment plan is design for summative purposes
4. The assessment strategy adequately covers both the on and off-the-job components.
No
Candidate can only be assessed on the on job component
FAIRNESS
Yes/No
Comment
1. Instructions to candidates cover assessment methods, procedures, assessment criteria, feedback and appeal process. Yes
Can be seen in Assessment Specification
2. The assessment approach selected caters for the language, literacy and numeracy needs of all candidates.
Yes
Mode of instruction is readable and simple English
3. The special geographic, financial or social needs of candidates are considered.
No
It is not caters at this juncture
4. Reasonable contextualisation is made to the assessment strategy to ensure fairness, while maintaining the integrity of the assessment outcomes.
Yes
It has met the industry requirements
5. Opportunities for feedback and review of all aspects of assessment will be provided to candidates.
Yes
Feedback can be in summary and assessment record and the assessment specification plan
6. There are clearly documented appeal mechanisms for the assessment processes and decisions and candidates will be informed prior to the assessment.
Yes
Refer to appeal in the appendix
Resource 3: RULES OF EVIDENCE CHECKLIST
EVIDENCE CRITERIA
Yes/No
Comment
Valid Evidence
Is the evidence provided relevant to what is being assessed? What is it?
Yes
Evidence is reflected on the PCs and UKs
Are there a variety of assessment methods being used? What are they?
Yes
Yes written assignment and oral questioning
Are skills and knowledge assessed in an integrated way? How is it being done?
Yes
Skills and knowledge is seen in the CEs and in the evidence gathering plan
Sufficient Evidence
Are the evidences provided by this assessment sufficient for a judgement of competence? What are they?
Yes
At least two method assessments are used and 50% response on product and knowledge is required
Current Evidence
Does the evidence provide proof of the candidate’s current skill and knowledge levels required for the job?
Yes
Occupational, Industrial and Legal requirements are met in terms of the specific job industry
Authentic Evidence
Can you verify that the evidence provided is the work of the candidate? How can be it done?
Yes
Authentic Evidence can be seen in the oral questioning
Resource 4: PRE-ASSESSMENT VALIDATION REPORT
A pre-assessment Validation Report which includes all of the following:
(a) Date of validation : 14 -10 -2104
(b)
(c) Description of validation activities
Purpose of validation
Interpreting the unit of competency to be assessed
Developing a common understanding of the standard to be achieved
Identifying the evidence required
Aligning evidence-gathering or assessment tool design
Context of validation – Internal and external validation
Validation approach and activities
The validation approach used was assessment panel which comprised of various stakeholders who are committed in the assessment process. The validation activities focused on providing opportunities for assessors to check confirm and discuss their interpretation of the standard for Competency unit / code: Promote Child’s Learning and development through motor skills development programme (CS-SP-430-1)
Areas / Issues to be raised during validation
Amendments to be made to improve the validation plan, tools and processes.
Review on tools used if it is applicable
Reevaluate Assessment Method
Review the process of assessment
Materials required for validation
Competency standard and reference guides
Documents that specify the assessment purpose and context
Assessment Plan (AP)
Childhood guidelines and framework
Workplace Safety Act
(d) Findings from the validation
Lack of referencing throughout the resources
Acronyms used throughout the resources
(e) Recommendations for improvement
Consistent referencing throughout the resources, i.e. Assessment Specifications for Written Assignment (ASWA), Assessment Specifications for Oral Questioning (ASOQ), etc.
All acronyms throughout the resources are to be spelt out in full
(f) Outcomes of the validation
Documenting the stakeholders’ approval to implement the recommendations
Documenting the implementation details
Documenting the roll-out plan that may include communicating the changes in the Assessment Plan (AP) and / or developmental training for trainers and assessors
This validation report will be filed for future reference – as part of Vital’s continuous review and improvement process
ACTA CU5 Develop a Competency-Based Assessment
Name of Candidate Ruquyah Tayabbhai Gandhi
IC No: S7345974E
Contact No:
87263173
Assessor:
Ms Leong Ping Ping
Date of Assessment 19 November 2014
I declare I am the sole author of this written assignment and that this is original work submitted solely for the purpose of the Statement of Attainment for CU5: Develop a Competency-Based
Assessment: Ruquyah Gandhi
Signed
Date of submission:
Resource 1: ASSESSMENT PLAN (AP)
I. Overview of Assessment for the Competency Unit
Competency unit: Promote Child’s (0-8) Learning and Development through Motor Development Skills Programme (CS-SP-430C-1)
Competency elements:
1. Gather information about …show more content…
children and their needs
2. Apply child development theories into motor skills development programme 3. Plan and design a supportive environment that enhances motor skills development experiences
4. Create and conduct a supportive environment that enhances moto skills development experiences
5. Evaluate child’s progress in learning and development
6. Manage resources for conduct of motor skills development programme Purpose of assessment:
Sky Training Institute is an Early Childhood Training Institute to train early childhood teachers working in the childcare, kindergarten and early childhood industry.
Context of assessment:
Organization – Sky Training Institute (Training Room, Team) should utilise the most recent rules and regulation on Workplace Safety and Health Act 2006Education Act 1997Compulsory Education Act 2003 Children and Young Persons Act 2005 Childcare Centres Act 2001 Association for Early Childhood Educators (Singapore) Code of Ethics Code of Professional Conduct Preschool Qualification Accreditation Committee (PQAC)Family Law Act
Industry – industry standards and practices, i.e. standard resources such as equipment (e.g. videos / DVDs, projector, tables, flipchart, whiteboard) and scenarios of different organizations in the same industry). Able to apply communication techniques suited to working with families from a range of cultural groups in Singapore. Have knowledge of theoretical concepts underpinning family work. Able to listen and speak English at a proficiency level equivalent to the Employability
Legal – Assessment should be carried out and assessed in environments that comply with the Workplace Safety and Health Act (WSHA) and other legal requirements such as
Copyright Act (Cap 63, 2006 Rev Ed) (‘CA’).
Assessment venue:
Skyline Training Level 3 Room: 301
Description of candidates:
Age – 19 years and above
Gender – Females and Males
Language – Proficient in English
Educational level – GCE O-Level including Applicant must have at least a credit in 5 ‘O’ Levels subjects, including EL1 (B4) or band 6.5 in IELTS or Skills System (ESS) Literacy Level 6 be able to read and write English at a proficiency level equivalent to Employability Skills System (ESS) Literacy Level 6.Able to manipulate numbers at a proficiency level equivalent to Employability Skills System (ESS) Motor skills development Level 5 have basic languages / dialects relevant to the client target group
Has first aid skills
Have Information Communications Technology (ICT) skills
Motivation level – High
Nationality – Singaporeans and PR citizens
Special needs of candidates: Workplace experience
Any other special requirements: Nil
Stakeholders in AP development team and their role:
Stakeholders
Reasons
Director Academic (AD)
Mr. Peter Brown
For overall assessment to be successfully implemented
To ensure Assessment Plan (AP) meet specific requirements and strategies provided
Head, Learning, Academic Development Services (LADS),
Mrs. Jena Chom
To advise on the assessment duration
To ensure Assessment Plan (AP) meets objectives, strategies and timelines
To endorse final assessment plan
Administrator Coursework, (AC)
Mr Paul Woo
To know how effective the assessment is for their respective staff
For operational release of staff for assessment purposes
Competency Elements
Methods
1.Gather information about children and their needs
Written Assignment
2. Apply child development theories into motor skills development programme
Written Assignment
3. Plan and design a supportive environment that enhances motor skills development experiences
Written Assignment
4. Create and conduct a supportive environment that enhances motor skills development experiences
Written Assignment
5. Evaluate child’s progress in learning and development
Written Assignment
6. Manage resources for conduct of motor skills development programme
Written Assignment
Method
Duration
Ratio of assessor to candidate
Remarks
Written Assignment
30 mins 1: 1
Written Assignment duration is 2 weeks
Oral Questioning
10 minutes 1: 1
Feedback
10 minutes 1: 1
Total
40 mins
--
--
II.
Evidence Gathering Plan
Competency Element (CE), Performance Criteria (PC), Underpinning Knowledge (UK)
Evidence requirement
Assessment methods
Assessment tools
WA
OQ
For Assessor
Assessor should be familiar with the Assessment Plan (AP), tools and set-up before the assessment
Assessor should collect the set of assessment records, attendance list and his Assessor’s card before the start of assessment
Assessor should arrive at the assessment site 1 hour before the start of the first assessment
Assessor should ensure that the assessment site, tools and set-up based on this specifications table (ASWA) before the first candidate proceeds with the assessment. Assessor should use the Logistics Checklist (Appendix 1)
Assessor should use the Pre-Assessment Briefing Checklist (For Assessor) (Appendix 3) to explain to the candidate on the assessment requirements, prior to starting the assessment
Assessor should inform the candidate on the emergency exit route
Assessor should switch off his or her hand phone to silent mode during assessment
Assessor should exercise professionalism throughout the assessment and comply with the Code of Practice for Assessors (Appendix
4)
Assessor should ensure that he or she reviews the assessment and all disputes must be recorded and reported
Must read Appeal Process (Appendix 5)
For Candidate
Candidate should confirm the assessment date during the course. In the event that a change is required, the candidate must inform his or her Approving Officer (AO).
On the day of the assessment, candidate should reach the assessment site at least 30 minutes before the assessment time.
Candidate should come in working attire.
Candidate should bring his or her Identity Card (IC) or any identification with name, photo and identity card number.
If candidate is unwell on the day of the assessment, he or she must inform his or her Approving Officer (AO).
Candidate must exercise professionalism during the assessment
PC1.1 Identify child’s needs and develop goals for the group of children and individual child if necessary
Show me (Product/ Indirect)
Candidate is able to identify any two needs of each of the following
Child’s gross motor (Any 2)
Running
Jumping
Skipping
Child’s fine motor skills (Any 2)
-grasping
-picking small objects
- manipulating small objects with fingers
Candidate is able to craft any 2 goals to determine motor development needs in a written lesson plan
By the end of the lesson children will be able to jump from point A to point B compile and create profile of the child’s motor skills
√
PC1.2 Obtain feedback from family members about the child’s developmental needs and interest in motor skills development programme
Show me (Product)
(Indirect and Supplementary)
Candidate is able to specify and obtain 1 the feedback from the family about child’s developmental needs on motor skills development.\
Suggested Answers
-face to face during drop off or pick up times
-daily communication books
obtain 1 feedback on the interest of the child in physical activities\ Suggested Answers
-interview with parents during conferences
-child’s past portfolio
√
PC1.3
Interpret information gathered to facilitate planning of motor skills development programme
UK1.3 interpretation and analysis of information gathered
Show me and Tell me (Direct and Indirect) Candidate will be able to
Plan 1 motor skills activity with suitable approaches to develop motor development program in the workplace
Questions Asked: Name two elements consider when planning a motor development program
-age appropriateness of the child
- safety of the environment
provide 1 interpretation on the information gathered on the motor development lesson plan based on following criteria
-reflections of motor skills activities in the lesson plan
-evaluation age appropriateness of the child and the motor activities in the lesson plan
√
√
PC1.4
Compile information into individual child’s portfolio as reference to monitor child’s learning and development
UK1.4 types of child portfolio for teaching motor skills development programme
Show me and Tell me (Direct/ Indirect)
Candidate is able to compile a child’s portfolio on motor skills activities
use reference of this portfolio to document and select 1 work samples in motor skills activities any of the of places
-1 indoor activity
-1 outdoor activity
record reports of the child progress in learning and development in these motor skills activities
√
√
UK1.1 overview of the principles of family involvement
Tell Me (Direct/ Knowledge)
Specify any 2 principles of family involvement
Suggested Answers (any two)
- Ensure diversity among family members
-Be ready to hear family members
-Respect the family has for change
√
UK1.2 overview of the principles of inclusive and non-discriminatory practices
Tell Me (Direct/ Knowledge)
Specify any 2 principles of inclusive and non- discriminatory practices Suggested Answers( any two)
-provide time and space for family to be involved
- maintain confidentiality
-respect the family’s right to privacy, refraining from disclosure of confidential information and intrusion into family life.
(Based on NAEY Code of ethics IIFamiliesP2.13)
√
III. Assessment Specifications
Purpose of Assessment:
To confirm competence in Competency Element (CE) 1: Gather information about the children and their needs which serves as partial fulfillment for the Statement Of Attainment (SOA) from Singapore Workforce Development Agency (WDA) for the Competency unit / code: Promote Child’s (0-8) Learning and Development through Motor Skills Development Programme (CS-SP-430C-1).
Specifications
Guidelines
Performance Criteria
CE1 – PC 1.1.1 to 1.4
Duration
Submission 2 weeks after end of the unit
Venue
Off site
Physical Set-Up NA
Pre-Assessment Instructions
For Assessor
Assessor should be familiar with the Assessment Plan (AP)
Assessor should collect the set of assessment records, attendance list and his Assessor’s card before the start of assessment
Assessor should arrive at the assessment site 1 hour before the start of the first assessment
Assessor should ensure that the assessment site, tools and set-up based on this specifications table (ASWA) before the first candidate proceeds with the assessment.
Assessor should use the Pre-Assessment Briefing Checklist (For Assessor) (Appendix 3) to explain to the candidate on the assessment requirements, prior to starting the assessment
Assessor should exercise professionalism throughout the assessment and comply with the Code of Practice for Assessors (Appendix 4)
Assessor should ensure that he or she reviews the assessment and all disputes must be recorded and reported
Must read Appeal Process (Appendix 5)
For Candidate
Candidate should confirm the assessment date during the course. In the event that a change is required, the candidate must inform his or her Approving Officer (AO).
On the day of the assessment, candidate should reach the assessment site at least 30 minutes before the assessment time.
Candidate should come in working attire.
Candidate should bring his or her Identity Card (IC) or any identification with name, photo and identity card number.
If candidate is unwell on the day of the assessment, he or she must inform his or her Approving Officer (AO).
Candidate must exercise professionalism during the assessment
Candidate should set the hand phone to silent mode during assessment
Assessor will brief the candidate on the assessment requirements at the start of the assessment (state the competencies that learner is required to demonstrate and also the assessment activities which the candidates will be participating). Candidate should clarify with assessor if he or she does not understand the instructions
Candidate should inform assessor of their special needs (if appropriate)
Use Pre-Assessment Briefing Checklist (For Candidate) (Appendix 2)
Process of Conducting Assessment
Ask questions needed to clarify any issues arising from the Written Assignment (WA) in class
Allow candidates to seek clarification of questions
Managing Limitations of Evidence
How should limitations of the evidence gathering process be handled?
It should be noted and given as feedback to the Assessment Panels. It must be addressed during the next moderation so as to review and improve the evidence gathering process.
What exceptions might there be during the evidence gathering process? To what extent can assessors be flexible?
Where competencies evidence is lacking, supplementary oral questions will be asked and they count towards making the assessment decision. Assessors can be flexible if assessment practices are to be appropriate to the range of contexts in which an assessment can take place. More importantly, this cannot compromise on the fairness of the assessment.
Who should assessors refer to when the evidence gathered do not fulfill the rules of evidence?
Assessors should refer to the Assessment Panels comprising of various stakeholders for the assessment processes to be reviewed.
Recording Assessment Results
Record findings and conclusions in the Assessment Record for
Written Assignment (ARWA).
Tick (√) in the ‘C’ column for ‘Competent’ and the ‘NYC’ column for ‘Not Yet Competent’ to indicate the outcome of the assessment for the specific Performance Criteria (PC).
Record observations of competence where applicable in the ‘Remarks’ column.
Record reasons for ‘NYC’ in the ‘Comments’ column.
Ensure that the result from the Written Assignment (WA) is transferred to the Assessment Summary Record.
A ‘NYC’ in the Competency Element (CE) 1: Gather information about children and their needs ‘NYC’ in the entire Competency Unit (CU)/ code: Promote Child’s (0-8) Learning and Development through Motor Skills Development Programme. (CS-SP-430C-1).
Candidate is deemed competent when he or she achieved a ‘C’ for all Performance Criteria (PCs) and Underpinning Knowledge (UKs) in the unit.
Feedback
Give candidate feedback on the outcome
Check with the candidate for his or her comments
For ‘NYC’ results
Identify the specific criteria for improvement
Provide specific guidance to candidates on how to close the gaps
Remind the candidate of his or her right to appeal the decision
Record the candidate’s feedback in the Summary Assessment Record.
Obtain candidate’s signature.
III. Assessment Specifications for Oral Questioning (ASOQ)
Purpose of Assessment:
To confirm competence in Competency Element (CE) 1: Arrange venue and resources which serves as partial fulfillment for the Statement Of Attainment (SOA) from Singapore Workforce Development Agency (WDA) for the Competency unit / code: Promote Child’s (0-8) Learning and Development through Motor Skills Development Programme (CS-SP-430C-1).
Specifications
Guidelines
Underpinning Knowledge
CE1 UK 1.1 to UK 1.4
Duration
10 minutes
Venue
Training Room, 301
Set-Up
Resources
Assessment tools
Attendance
Manuals
Specifications (ASOQ)
The assessment site is conducive, away from distractions or noise and where privacy can be maintained. Temperature should be maintained at a comfortable level. Lighting is adequately bright.
Pre-Assessment Instructions
For Assessor
Assessor should be familiar with the Assessment Plan (AP), tools and set-up before the assessment
Assessor should collect the set of assessment records, attendance list and his Assessor’s card before the start of assessment
Assessor should arrive at the assessment site 1 hour before the start of the first assessment
Assessor should ensure that the assessment site, tools and set-up based on this specifications table (ASOQ) before the first candidate proceeds with the assessment. Assessor should use the Logistics Checklist (Appendix 1)
Assessor should use the Pre-Assessment Briefing Checklist (For Assessor) (Appendix 3) to explain to the candidate on the assessment requirements, prior to starting the assessment
Assessor should inform the candidate on the emergency exit route
Assessor should switch off his or her hand phone to silent mode during assessment
Assessor should exercise professionalism throughout the assessment and comply with the Code of Practice for Assessors (Appendix 4)
Assessor should ensure that he or she reviews the assessment and all disputes must be recorded and reported
Must read Appeal Process (Appendix 5)
For Candidate
Candidate should confirm the assessment date during the course. In the event that a change is required, the candidate must inform his or her Approving Officer (AO).
On the day of the assessment, candidate should reach the assessment site at least 30 minutes before the assessment time.
Candidate should bring his or her Identity Card (IC) or any identification with name, photo and identity card number.
If candidate is unwell on the day of the assessment, he or she must inform his or her Approving Officer (AO).
Candidate should set the hand phone to silent mode during assessment
Assessor will brief the candidate on the assessment requirements at the start of the assessment (state the competencies that learner is required to demonstrate). Candidate should clarify with assessor if he or she does not understand the instructions
Candidate should inform assessor of their special needs (if appropriate)
Use Pre-Assessment Briefing Checklist (For Candidate) (Appendix 2)
Process of conducting assessment
Ask questions needed to clarify any issues arising from the Oral Questioning (OQ)
Allow candidates to seek clarification of questions
Managing Limitations of Evidence
How should limitations of the evidence gathering process be handled?
It should be noted and given as feedback to the Assessment Panels. It must be addressed during the next moderation so as to review and improve the evidence gathering process.
What exceptions might there be during the evidence gathering process? To what extent can assessors be flexible?
Where competencies evidence is lacking, supplementary oral questions will be asked and they count towards making the assessment decision. Assessors can be flexible if assessment practices are to be appropriate to the range of contexts in which an assessment can take place. More importantly, this cannot compromise on the fairness of the assessment.
Who should assessors refer to when the evidence gathered do not fulfill the rules of evidence?
Assessors should refer to the Assessment Panels comprising of various stakeholders for the assessment processes to be reviewed.
Recording Assessment Results
Record findings and conclusions in the Assessment Record for Oral Questioning (AROQ).
Tick (√) in the ‘C’ column for ‘Competent’ and the ‘NYC’ column for ‘Not Yet Competent’ to indicate the outcome of the assessment for the specific Underpinning Knowledge (UK).
Record observations of competence where applicable in the ‘Remarks’ column.
Record reasons for ‘NYC’ in the ‘Comments’ column.
Ensure that the result from the Oral Questioning (OQ) is transferred to the Assessment Summary Record.
A ‘NYC’ in any Underpinning Knowledge (UK) will result in a ‘NYC’ in the Competency Element (CE) 1: Gather information about children and their needs
A ‘NYC’ in Competent (CE) 1: Gather information about children and their needs will result in a ‘NYC’ in Competency Unit (CU) / code: Provide Child’s (0-8)
Learning and Development through Motor Skills Development Programme (CS-SP-430C-1).
A candidate is deemed competent when he or she achieved a ‘C’ for all Performance Criteria (PCs) and Underpinning Knowledge (UKs) in the unit
Feedback
Give candidate feedback on the outcome
Check with the candidate for his or her comments
For ‘NYC’ results
Identify the specific criteria for improvement
Provide specific guidance to candidates on how to close the gaps
Remind the candidate of his or her right to appeal the decision
Record the candidate’s feedback in the Summary Assessment Record.
Obtain candidate’s signature.
IV.SUMMARY ASSESSMENT RECORD
Assessment Centre :
Training Room, 301 Level 3
Competency Unit (CU) / code :
Promote Child’s Learning and development through motor skills development programme (CS-SP-430-1)
Candidate Name :
Candidate NRIC No. :
Assessor Name :
Assessment Method :
Written Assignment (WA)
Oral Questioning (OQ)
Assessment Date :
Start Time :
End Time :
Summary
Competency Element
Assessment Method
Result
WA
OQ
1. Gather information about children and their needs
2. Apply child development theories into motors development programme
3. Plan and design a supportive environment that enhances motor skills development experiences
4. Create and conduct a supportive environment that enhances motor skills development experiences
5. Evaluate child’s progress in learning and development
6. Manage resources for conduct of motor skills development programme
This candidate has been assessed as:
COMPETENT
NOT YET COMPETENT
in the competency unit / code: Promote Child’s (0-8)Learning and Development Through Motor Skills Development Programme (CS-SP-430C-1)
By signing, the candidate is agreeing to accept the assessment outcome
Assessor signature:____________ Candidate signature:_______________
Feedback on outcome by assessor/feedback by candidate:
V. Assessment Record for Written Assignment (ARWA)
Candidate’s Name :
End Time :
NRIC Number :
Start Time :
Assessor’s Name :
COMPETENCY ELEMENT 1: Gather information about children and their needs
CHECKLIST for Written Assignment
Performance Criteria/Underpinning Knowledge
Assessment Criteria
Tick
Evidence of ‘C’ and ‘NYC’ must be recorded
C
NYC
PC1.1 Identify child’s needs and develop goals for the group of children and individual child if necessary
Candidate is able to identify any two needs of each of the following
Child’s gross motor (Any 2)
Running
Jumping
Skipping
Child’s fine motor skills (Any 2)
-grasping
-picking small objects
- manipulating small objects with fingers
Candidate is able to craft any 2 goals to determine motor development needs in a written lesson plan
By the end of the lesson children will be able to jump from point A to point B compile and create profile of the child’s motor skills
PC 1.2 Obtain feedback from family members about the child’s developmental needs and interest in physical activities
Candidate is able to specify and obtain 1 the feedback from the family about child’s developmental needs on motor skills development.\
Suggested Answers
-face to face during drop off or pick up times
-daily communication books
obtain 1 feedback on the interest of the child in physical activities\ Suggested Answers
-interview with parents during conferences
-child’s past portfolio
PC 1.3 Interpret information gathered to facilitate planning of motor skills development programme
UK1.3 interpretation and analysis of information gathered
Candidate will be able to
Plan 1 motor skills activity with suitable approaches to develop motor development program in the workplace
Questions Asked: Name two elements consider when planning a motor development program
-age appropriateness of the child
- safety of the environment
provide 1 interpretation on the information gathered on the motor development lesson plan based on following criteria
-reflections of motor skills activities in the lesson plan
-evaluation age appropriateness of the child and the motor activities in the lesson plan
PC 1.4 Compile information into individual child’s portfolio as references to monitor child’s learning and development
UK1.4 documentation needed to evaluate motor skills competency
Candidate is able to compile a child’s portfolio on motor skills activities
use reference of this portfolio to document and select 1 work samples in motor skills activities any of the of places
-1 indoor activity
-1 outdoor activity
record reports of the child progress in learning and development in these motor skills activities
Remarks:
Assessor Signature
Date
Candidate Signature
Date
Assessment Record for Oral Questioning (AROQ)
Candidate’s Name :
End Time :
NRIC Number :
Start Time :
Assessor’s Name :
COMPETENCY ELEMENT 1: Gather information about children and their needs
CHECKLIST for Oral Questioning
Performance Criteria/Underpinning Knowledge
Assessment Criteria
Tick
Evidence of ‘C’ and ‘NYC’ must be recorded
C
NYC
UK 1.1 Overview of the principles of family involvement
Tell Me (Direct/ Knowledge)
Specify any 2 principles of family involvement
Suggested Answers (any two)
- Ensure diversity among family members
-Be ready to hear family members
-Respect the family has for change
UK.1.2 Overview of the principles of inclusive and non-discriminatory practices
)
Specify any 2 principles of inclusive and non- discriminatory practices Suggested Answers( any two)
-provide time and space for family to be involved
- maintain confidentiality
-respect the family’s right to privacy, refraining from disclosure of confidential information and intrusion into family life.
(Based on NAEY Code of ethics IIFamiliesP2.13)
Remarks:
Assessor Signature
Date
Candidate Signature
Date
VI. Assessment Tools Required and other Related Documents
Written Assignment (WA)
You need to document and gather evidence on motor skills activity of a child and create it into a child’s portfolio.
Here are the following areas you need include:
Choose an age group from 3 to 6 years old.
Select any one child between 3 to 6 years old
Write a 50 words about this child’s profile on its motor skill development
In a non-discriminatory practice, state 2 reason in the selection of this child
Explain 2 ways how did you obtain feedback information about this child from members of the family.
Plan a lesson on one motor skills development activity with 2 measurable objectives/goals
Sample Format of the lesson as shown in figure 1
Figure 1
Class:
Age group: Duration Activity:
Goals/Objectives: At the end of the lesson, the children will be able to…..
1.
2.
a. Activity
b. Closure of the activity
c. Follow-up of the activity
d. Reflect ion of the activity
e. Evaluation of the activity
Reflect and evaluate this lesson and provide 2 other suggestions for these motor skills activities
Document this lesson plan and support with 1 fine and 1 gross motor skill activity work sample.
Compile it into motor development child’s portfolio and submit
Appendix 1
Logistics Checklist
Check Item
Check Points
Condition
1. Documents
Promote Child’s Learning and development through motor skills development programme (CS-SP-430-1)
Assessment tools
Attendance
Manuals
Specifications (ASWA or ASOQ)
2. Assessment Site information
Training Room, Team
Offsite
3. Assessment Site
Air conditioner working and temperature maintained at a comfortable level
Lighting adequately bright tables chairs
1 laptop
Resources which Course Administrators (CAs) generally arrange
Equipment (e.g. videos / DVDs, projects, flipchart and whiteboard)
Training guides
References / texts
4. Stationery and Others
Pens and pencils
Writing pads
Bottled mineral water and mints
Appendix 2
Pre-Assessment Briefing Checklist (For Candidate)
1.
Produce candidate’s Identity Card (IC) or any identification with name, photo and identity card number for verification
2.
Highlight any special needs (if appropriate)
3.
Clarify with assessor if candidate does not understand the instructions or Appeal Process
4.
Bring in Learner Guide and resource materials as it is an open book assessment
5.
Written Assessment (WA)
To be submitted two weeks after completion of the Unit : Promote Child’s Learning and development through motor skills development programme (CS-SP-430-1)
You will be assessed on your demonstrations from the workplace observation
6.
Oral Questioning (OQ)
The duration is 10 minutes.
You will be assessed on your understanding of the competencies. In addition, you may be asked to provide clarifications pertaining to your Written Assignment (WA).
7.
Total assessment duration of Written Assessment (WA) and Oral Questioning (OQ) is 20 minutes
Appendix 3
Pre-Assessment Briefing Checklist (For Assessor)
1.
Verify candidate’s identity
2.
Explain assessment’s purpose, process and duration
3.
Check with candidate for any special needs
4.
Explain the rights for confidentiality and the Appeal Process (Appendix 5)
5.
Proceed with assessment
6.
Record the start time and end time
7.
Assess and record candidate’s competency for all Performance Criteria (PCs) and Underpinning Knowledge (UKs)
8.
Record results in Summary Assessment Record (A candidate is considered ‘Competent’ only when he or she is rated ‘C’ for all the PCs)
9.
Feedback results to candidate
10.
Assessor sign on Summary Assessment Record
11.
Check and submit completed forms to Head, Learning, Academic Development Services (LADS),Mrs. Jena Chom
Appendix 4
Code of Practice for Assessors
Assessment specialists from the National Council for Measurement in Education (NCME) have developed an international code of ethics and practice. It is listed as follows:
1. The differing needs and requirements of the person(s) being assessed, the local organisation(s) and the industry are identified and handled with sensitivity.
2. Potential forms of conflict of interest in the assessment process and/or outcomes are identified and appropriate referrals are made, if necessary.
3. All forms of harassment are avoided throughout the planning, conduct, reviewing and reporting of the assessment outcome.
4. The rights of the candidate(s) are protected during and after the assessment.
5. Personal or interpersonal factors that are not relevant to the assessment of competency must not influence the assessment outcomes.
6. The candidate(s) is made aware of rights and processes of appeal.
7. Evidence that is gathered during the assessment is verified for validity, reliability, authenticity, sufficiency and currency.
8. Assessment decisions are based on available evidence that can be produced and verified by another assessor.
9. Assessments are conducted within the boundaries of the assessment system policies and procedures.
10. Formal agreement is obtained from both the candidate(s) and the assessor that the assessment was carried out in accordance with agreed procedures.
11. Assessment tools, systems, and procedures are consistent with equal opportunity legislation.
12. The candidate(s) is informed of all assessment reporting processes prior to the assessment.
13. The candidate(s) is informed of all known potential consequences of decisions arising from an assessment, prior to the assessment.
14. Confidentiality is maintained regarding assessment results.
15. Results are only released with the written permission of the candidate(s).
16. The assessment results are used consistently with the purposes explained to the candidate.
17. Self-assessments are periodically conducted to ensure current competencies against the assessment and Workplace Training Competency Standards.
18. Professional development opportunities are identified and sought.
19. Opportunities for networking amongst assessors are created and maintained.
20. Opportunities are created for technical assistance in planning, conducting and reviewing assessment procedures and outcomes.
Appendix 5
Appeal Process
Prior to the start of the assessment, the assessor must inform the candidate that in the event of a dispute in the assessor’s decision, the candidate has the right to an appeal process.
First, the candidate should discuss with the assessor the dispute areas. Should the discussion not result in the candidate being convinced of the assessor’s decision, the candidate has the right to formally file an appeal to the Approved Training Organization (ATO) Appeal Board. The candidate should inform the assessor of his / her intention to file an appeal. This will allow the assessor to record the candidate’s intention in the feedback section of the Summary Assessment Record.
Second, to formally file an appeal, the candidate would then provide details such as Name, NRIC number, contact number, email address, Competency Unit (CU) assessed, assessment date, time and venue, name of assessor and reasons for the appeal and appeal fee (if applicable).
An appeal must be lodged within 5 – 7 days from the assessment date. Once the Approved Training Organization (ATO) receives the appeal, it will inform the candidate when a final decision will be made by the Appeal Board.
Version
Effective Date
Changes
Author
1.0
New release
Resource 2: PRINCIPLES OF ASSESSMENT CHECKLIST
VALIDITY
Yes/No
Comment
1. The assessment tasks are based on realistic workplace activities and contexts.
Yes
Assessment tasks are directly to related to the workplace in the PC and UK
2. The evidence relates directly to the units of competence being assessed.
Yes
All the evidence has directly related to the units of competence
3. The tool(s) will assess the candidate’s ability to meet the level of performance required by the unit(s) of competency.
Yes
All PCs and UKs are integrated as shown in the evidence plan and the CEs are also included
4. The assessment tasks have been designed to allow holistic and integrated assessment of knowledge, skills and attitudes. Yes
Assessment tasks are designed in a holistic learning environment
5. Where practical, more than one task and source of evidence will be used as the basis for judgement
Yes
More than two assessment methods are used like Written Assignment and Portfolio
6. Where practical, evidence drawn from a variety of performance over time.
No
The summative assessment and collection of evidence is taken at present
7. Where practical, the methods and processes for assessment have been validated by another person with expertise in the competencies being assessed Yes
Refer to resource number 4
RELIABILITY
Yes/No
Comment
1. Critical elements have been identified and sampling will be used to ensure that the most important aspects are assessed.
No
Not applicable as of yet no critical elements is seen
2. Assessment exemplars and checklists have been prepared for use by assessors. Yes
Assessment record has been prepared
3. Guides for observing & recording evidence are based on the competency units.
Yes
Assessment record has shown these guides
4. Clear guidelines are available to ensure assessors make consistent decisions over time and with different candidates.
Yes
Assessment records has shown these guidelines
5. Where multiple assessors are involved in conducting parallel assessment events, the strategies have been agreed.
No
Non applicable for this current assessment
6. Consistent instructions to candidates and procedures for undertaking an assessment are available to all assessors.
Yes
It is shown in the assessment specification plan
7. Where work samples are to be used as evidence, candidates will receive specific guidelines on requirements, including information about ensuring authenticity and currency of the evidence.
No
No work samples are used in this assessment task
8. Where a unit or units of competency are to be assessed in different situations, the situations are generally comparable.
No
It is not applicable
FLEXIBILITY
Yes/No
Comment
1. The assessment approach can be adapted to meet the needs of all candidates and workplaces.
Yes
Each candidate has different learning needs
2. Where practical and appropriate, assessment will be negotiated and agreed between the assessor and the candidate.
Yes
Assessment is flexible prior negotiation
3. Candidates will be able to have their previous experience or expertise recognised.
No
Assessment plan is design for summative purposes
4. The assessment strategy adequately covers both the on and off-the-job components.
No
Candidate can only be assessed on the on job component
FAIRNESS
Yes/No
Comment
1. Instructions to candidates cover assessment methods, procedures, assessment criteria, feedback and appeal process. Yes
Can be seen in Assessment Specification
2. The assessment approach selected caters for the language, literacy and numeracy needs of all candidates.
Yes
Mode of instruction is readable and simple English
3. The special geographic, financial or social needs of candidates are considered.
No
It is not caters at this juncture
4. Reasonable contextualisation is made to the assessment strategy to ensure fairness, while maintaining the integrity of the assessment outcomes.
Yes
It has met the industry requirements
5. Opportunities for feedback and review of all aspects of assessment will be provided to candidates.
Yes
Feedback can be in summary and assessment record and the assessment specification plan
6. There are clearly documented appeal mechanisms for the assessment processes and decisions and candidates will be informed prior to the assessment.
Yes
Refer to appeal in the appendix
Resource 3: RULES OF EVIDENCE CHECKLIST
EVIDENCE CRITERIA
Yes/No
Comment
Valid Evidence
Is the evidence provided relevant to what is being assessed? What is it?
Yes
Evidence is reflected on the PCs and UKs
Are there a variety of assessment methods being used? What are they?
Yes
Yes written assignment and oral questioning
Are skills and knowledge assessed in an integrated way? How is it being done?
Yes
Skills and knowledge is seen in the CEs and in the evidence gathering plan
Sufficient Evidence
Are the evidences provided by this assessment sufficient for a judgement of competence? What are they?
Yes
At least two method assessments are used and 50% response on product and knowledge is required
Current Evidence
Does the evidence provide proof of the candidate’s current skill and knowledge levels required for the job?
Yes
Occupational, Industrial and Legal requirements are met in terms of the specific job industry
Authentic Evidence
Can you verify that the evidence provided is the work of the candidate? How can be it done?
Yes
Authentic Evidence can be seen in the oral questioning
Resource 4: PRE-ASSESSMENT VALIDATION REPORT
A pre-assessment Validation Report which includes all of the following:
(a) Date of validation : 14 -10 -2104
(b)
(c) Description of validation activities
Purpose of validation
Interpreting the unit of competency to be assessed
Developing a common understanding of the standard to be achieved
Identifying the evidence required
Aligning evidence-gathering or assessment tool design
Context of validation – Internal and external validation
Validation approach and activities
The validation approach used was assessment panel which comprised of various stakeholders who are committed in the assessment process. The validation activities focused on providing opportunities for assessors to check confirm and discuss their interpretation of the standard for Competency unit / code: Promote Child’s Learning and development through motor skills development programme (CS-SP-430-1)
Areas / Issues to be raised during validation
Amendments to be made to improve the validation plan, tools and processes.
Review on tools used if it is applicable
Reevaluate Assessment Method
Review the process of assessment
Materials required for validation
Competency standard and reference guides
Documents that specify the assessment purpose and context
Assessment Plan (AP)
Childhood guidelines and framework
Workplace Safety Act
(d) Findings from the validation
Lack of referencing throughout the resources
Acronyms used throughout the resources
(e) Recommendations for improvement
Consistent referencing throughout the resources, i.e. Assessment Specifications for Written Assignment (ASWA), Assessment Specifications for Oral Questioning (ASOQ), etc.
All acronyms throughout the resources are to be spelt out in full
(f) Outcomes of the validation
Documenting the stakeholders’ approval to implement the recommendations
Documenting the implementation details
Documenting the roll-out plan that may include communicating the changes in the Assessment Plan (AP) and / or developmental training for trainers and assessors
This validation report will be filed for future reference – as part of Vital’s continuous review and improvement process