There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present.
The features of a competency based assessment system are:
a) It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.
Assessment in this context can be defined as:
a) The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners.
Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:
a) Assessment must be valid.
b) Assessment must include the full range of skills and knowledge needed to demonstrate competency.
a) Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
b) Assessors must be trained in national competency standards for assessors to ensure reliability.
a) Assessment, where possible, must cover both the on and off-the-job components of training within a course.
b) Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
a) Assessment must be equitable to all groups of learners.
b) Assessment procedures and criteria must be made clear to all learners before assessment.
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