INTEGRATED ASSESSMENT

Integrated Assessment is:

Assessing a number of Outcomes together

Assessing a number of Assessment Criteria

together

Assessing a number of Unit Standards

together

Using a Combination ofAssessment Methods

& Instrumentsfor an outcome(s)

Reasons for Integrated Assessment

Assessing outcomes and/or assessment criteria separately may lead to:

Assessment taking too long

Giving no realassurance of overallapplied competence

Assessment being a burden / stressful to

the learner

Giving a disjointedlearning experience

Good Assessment Principles

• Fairness• Validity• Reliability• Practicability• MUST assess the learner’s ability

to perform• CRITICAL overriding

principle -> ETHICS

Formative Assessment……Is designed to support teaching and

learning…Assists in planning future learning…Diagnoses learners’ strengths and

weaknesses…Provides feedback to the learner…Helps decide on the readiness of a

learner to do a summative assessment…Is developmental in nature

Assessment in OBET

Together these are astatement of the

standards the learnersare expected to achieve

Applied Competence

Assessment Criteria

Outcomes & Competence

Outputs / End Products

Reflexive CompetenceFoundational CompetencePractical Competence

In the form of…

Measured by means of…

Which measures…

Consisting of…

Emphasison…

Summative Assessment…

…Happens at the end of a learning programme

…Determines whether the learner is competent or not yet competent

…In OBET, learner readiness determines when the assessment will take place

…Is carried out when the learner and the assessor agree that the learner is ready for the assessment

Types of Evidence

• Naturally occurring evidence (such as in a workplace setting)

• Evidence from other sources– Supervisors reports– Testimonials– Portfolio of work previously done– Logbooks– Journals– Oral questioning– Observation– Written assessments

Assessment methods and instruments

INSTRUMENTOBSERVATION

PRODUCT EVALUATION

QUESTIONING WRITTEN / ORAL

Alternative response questions

Assertion/reason questions

Assignments Aural/oral tests Case studies Completion questions Examination/tests Extended response question

Grid questions Log books Matching questions Multiple response questions

Oral response questions Personal interviews

Assessment methods and instruments (2)

INSTRUMENTOBSERVATION

PRODUCT EVALUATION

QUESTIONING WRITTEN / ORAL

Practical exercises / demonstrations

Portfolios Projects Questionnaires Restricted response questions

Role plays Simulations Short answer questions Structured questions

Direct Evidence

• Direct observation of tasks

• Questioning (i.e. written or oral)

• Product and output evaluation

Indirect Evidence

• Team outputs• Work completed at an earlier stage• Performance appraisals• Training records• Testimonials• Reviews and Commendations• Certificates and Qualifications• Medals, prizes and trophies• Customer / client ratings

Historical Evidence

• Projects and portfolios

• Completed work

• Video performance

• As per indirect evidence

MODERATION• The main functions or Moderation

systems are:– To verify that assessments are fair, valid,

reliable and practicable– To identify the need to redesign assessments if

required– To provide an appeals procedure for

dissatisfied learners– To evaluate the performance of assessors– To provide procedures for the de-registration

of unsatisfactory assessors– To provide feedback to various bodies,

including the NSBs on unit standards and qualifications