9.3 Applying the principles of assessment in the workplace

Principle

Enabler

Barrier

Reliability

(How well is it able to provide a basis for judging competence despite who, where, or when it is used?)

• Objective basis that promotes clear basis for assessment to judge standards of performance & attributes displayed by individual (assessee)
• Clear expectations expressed through wording of performance criteria
• Consideration of variations or how changes will impact performance
• Use of formative assessment to build into summative outcomes
• Process of assessment is simple

• Subjective basis built into assessment that allows assessor scope for reinterpretation
• Unclear relationship between assessment task and employment/ jobs
• Narrow or prescriptive tools
• Over-reliance on summative assessment
• Process of assessment is complex

Validity/ Sufficiency

(Does assessor have enough evidence to make a judgement?)

• Interpretation of evidence is guided by tools
• All aspects supporting the progress towards full performance are assessed
• Assessment tools tied to outcomes not venue or location for evidence collection
• On completion of assessment the individual is 'job ready'
• Competency levels of the assessor are stated

• Assessment of competency is not related to readiness for performance in a job
• Tools necessitate assessment occur only off-the-job
• No distinction between on and off the job assessment requirements
• Failure to integrate and link all the assessment tools
• No discrimination of special competencies an assessor may require

Flexibility

(Does the assessment task promote options and choices?)

• Assessment is not seen as an intervention in either work or learning
• Assessment presents options
• Assessment promotes access
• Assessment can occur regardless of age, race, religion, gender, etc.
• Builds-out barriers that may occur if only a limited number of assessors can use the tool

• The Assessment Tasks Limits Options For Completion On Or Off-The-Job.
• Assessment Is Hard To Establish Or Access
• Assessment limits access
• Few assessors are qualified to use the tool
• Process of assessment is complex

Authentic

(Is the evidence from the assessee?)

• Collection of evidence can be traced directly to the assessee

• Evidence can be gathered from multiple sources and not traced back to the assessee.

Currency

(Is the evidence current in terms of competency requirements?)

• Assessment permits tasks to reflect current work practices
• Current technology and equipment are integrated
• Assessment is tied to the latest endorsed competency standards

• Assessment reflects past paradigms or practices
• Assessment is linked to a philosophy or approach not universally accepted (Eg. quality management, best practices, rational decision making, etc)