Assessment tools

An assessment tool (instrument and instructions for use) includes the following components:

• The learning or competency unit(s) to be assessed
• The target group, context and conditions for the assessment
• The tasks to be set for the candidate
• An outline of the evidence to be gathered from the candidate
• The evidence criteria used to judge the quality of performance as well as
• The administration, recording and reporting requirements

Examples from the TrainCom project can be found here:

• Evidence Guide (Download DOC-File, 471KB)
• Learning assessment Guide (Download DOC-File, 471KB)
• Self assessment Guide (Download DOC-File, 471KB)

Recommendations for developing assessment tools
(Derived from documents provided by the partners in the TrainCom project)

Themenübersicht:

Trainees‘ Portfolios

A portfolio is a purposeful collection of samples of annotated and validated pieces of evidence (e.g. written documents, photographs, videos, audio tapes).

The assessment tool referring to a portfolio should contain:

• The context of the assessment, resp. training programme/course
• Competency mapping: The requirements of the portfolio should be mapped directly against the learning outcomes of the unit
• Instructions for the student, how to select and comment the pieces of evidence to be included
• The evidence criteria that will be used to assess the portfolio
• Procedures for checking the appropriateness and trustworthyness of the portfolio
• The range and conditions of the assessment: For example, only pieces reflecting a new development to be included, ranging over a period of two years, etc.
• Materials/resources required
• Amount of support provided
• Recording requirements: How and how long will portfolios be stored and maintained
• Reporting requirements for all responsible assessors

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Observation methods (Workplace observation, simulation exercise, third party report)

The assessment tool referring to an observation of the candidate should contain:

• The context of the assessment, resp. training programme/course
• Competency mapping: Each item on the Observation Form (i.e. the form to be used to record observations made by the assessor) should be mapped to the relevant sections within the learning unit.
• Information to the student on the task to be observed, the purpose and the time of the observation
• Information on the evidence to be produced by the candidate
• The rules to be used to check evidence quality
• Range and conditions of the observation (e. g. how many occasions and by whom)
• Materials/resources required
• Assistance provided/assessor intervention
• Recording requirements of observation documents
• Reporting requirements for all assessors

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Product based methods (work samples, reports)

The assessment tool referring to a work sample or a report should contain:

• The context of the assessment, resp. training programme/course
• Competency mapping: Each key component of the activity should be mapped to the relevant sections within the learning unit
• Clear instructions to the candicate for the task
• Information on the evidence to be produced by the candidate
• The rules to be used to check evidence quality
• Range and conditions of the work sample/report
• Materials/resources required
• Assistance provided/assessor intervention
• Recording requirements of observation documents
• Reporting requirements for all assessors

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Interview methods (structured, semi structured or unstructured)

The assessment tool referring to an assessment interview should contain:

• The context of the assessment, resp. training programme/course
• Competency mapping: Each question of the interview should be mapped to the relevant section of the learning unit
• Information to candidate on the purpose, form (oral or written), content and timeframe of the interview
• The assessors present at the interview
• Information on the evidence to be produced by the candidate
• The rules to be used to check evidence quality
• Range and conditions of the interview (e. g. how many attempts allowed for answering and in what time)
• Materials/resources required/allowed during the interview
• Assessor intervention e. g. extent to which the assessor may assist the candidate to understand the question
• Recording requirements of interview documents
• Reporting requirements for all assessors

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