Topic Content
Introducing Assessment Tools
Introducing Assessment Tools
 What is an Assessment Tool?
 What principles / rules apply to Assessment Tools?
 Designing Assessment Tools
What is an Assessment Tool?
Assessment tools contain both the instrument and the instructions or procedures for
gathering and interpreting evidence. They support the assessor’s need for objectivity
and transparency and the learner’s need for clarity and structure.
Assessment Tool(s)
Good assessment tools provide clear guidance
and support for learners and assessors:

for learners because the tools identify:
o exactly what is required of them during
the assessment
o key indicators to assist learners gauge
their readiness for assessment
o the basis on which the assessor will
make decisions
o where further learning is required
for assessors since they provide:
The instrument/s and
procedures used to gather and
interpret evidence of
competence:
(a) Instrument – the specific
questions or activity
used to assess
competence by the
assessment method
selected. An

assessment instrument
o a focus for evidence gathering
may be supported by a
o profile
a formal
structure which identifies what, when and how evidence will be
of acceptable
performance
collected and the
decision
rulestoorsupport consistency
o samplemaking
responses
guidelines to be used by
o assessors.
advice to help them judge the sufficiency of learner responses
guidance to
identify any gaps between where the learner is and where they
(b)o Procedures
– the
information
need to beorso they can determine what training might be required
instructions given to the
o candidate
a record and
of the
theoutcomes of the assessment process
assessor about how the
assessment is to be
conducted and recorded.
(AQTF)
533573643
 The State of Queensland (Department of Education and Training), 2009
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Topic Content
Introducing Assessment Tools
What principles / rules apply to Assessment Tools?
When developing assessment tools, the assessor must ensure that the Principles of
Assessment are satisfied. Well designed assessment tools will also help to ensure
that the evidence collected meets the requirements of the Rules of Evidence.
The Principles of Assessment apply to the process of developing assessment tools.
 In relation to validity - the tools must reflect the requirements of competency at
current industry standards and address:
o the requirements of the unit
o the dimensions of competency
o the correct AQF level
o language, literacy and numeracy requirements

The tools will demonstrate reliability if they yield consistent results. So the tools
must contain:
o clear instructions for both the learner and the assessor
o sample answers / responses
o advice to assessors to assist them to judge the sufficiency of responses
Tools must also be reviewed and trialed prior to use and again following use.

Tools must demonstrate flexibility and fairness. They must not disadvantage
learners and must be flexible enough to allow individual learners the best opportunity
to provide evidence of competency.
The amount of flexibility possible is limited to ‘reasonable adjustment’. Reasonable
Adjustment is the process of adjusting or changing the assessment tool or procedure
to meet the needs of the learner. When determining “reasonableness” you must
ensure you maintain the integrity of the competency outcome. Any adjustment
made to the assessment tool or procedure must be consistent with the requirements
of the Unit of Competency and the Assessment Guidelines in the relevant Training
Package
Reasonable Adjustment usually involves varying:
o the procedures for conducting the assessment (eg allowing additional time,
varying the venue) and /or
o the evidence gathering techniques (eg oral rather than written questioning,
use of a scribe, modifications to equipment)
533573643
 The State of Queensland (Department of Education and Training), 2009
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Topic Content
Introducing Assessment Tools
You need to focus on what is required to demonstrate competence while being
sensitive to any factors that may impact on the learner’s performance in the
assessment process. Ultimately you will need to use your judgement to
determine whether it is appropriate to make any adjustments.
The Rules of Evidence apply to the evidence produced as a result of an assessment.
They are the rules by which an assessor justifies his/her judgements. The rules of
validity, authenticity and currency are applied to each particular piece of evidence.
A piece of evidence must satisfy all three of these rules for it to be acceptable evidence.
In addition, overall there must be sufficient evidence to allow you as the assessor to
make a judgement of competence. Linked to the sufficiency rule is a requirement that
the assessor must be confident that the participant can perform the competency
consistently.
Designing Assessment Tools
1. Plan



Unpack the unit of competency to identify the evidence requirements
Select the most appropriate assessment methods
Identify the assessment tools that align with each of the assessment methods
2. Develop
You will develop different assessment tools depending on the assessment methods you
select when you unpack the unit of competency.
Method
Direct Observation
Real work/real time activities in the workplace or
work activities in a simulated workplace
Questioning
interviews, self assessment, questionnaires,
verbal or written reports, exams, guided
discussion
Structured Activities
Often used where real work / real time evidence is
not available / observable
Tool
Direct Observation tool
Observation Checklist + questions to
accompany checklist + sample responses +
instructions to learner and assessor
(including advice on interpreting evidence)
Questioning tool
Verbal questions + sample responses +
instructions for learner and assessor
(including advice on interpreting evidence)
Written questions + sample responses +
instructions for learner and assessor
(including advice on interpreting evidence)
Tools to support Role Plays, Case
Studies and Simulations
Scenario + scripts for participants (if
applicable) + sample responses +
instructions for learner and assessor
(including advice on interpreting evidence)
533573643
 The State of Queensland (Department of Education and Training), 2009
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Topic Content
Introducing Assessment Tools
Method
Third Party Evidence
Information from significant other people testimonials or reports from supervisors
/employers/ peers authenticating achievement /
competency
Evidence compiled by learner portfolios, work
samples, products, historical evidence, journal/log
books, information on life experience
Tool
Tools to support Work-based Projects:
Project Brief / instructions + sample
responses +instructions for learner and
assessor (including advice on interpreting
evidence)
Third Party Evidence tool
Third Party Evidence form/guide +
instructions for learner, third party
(supervisor / employer / peer etc), and
assessor (including advice on interpreting
evidence)
Portfolio / evidence criteria + instructions for
learner and assessor (including advice on
interpreting evidence)
Regardless of the type of assessment tool, a key consideration is the quality of the
assessment instructions you provide.
Good assessment instructions are:
 written in plain English using standard industry terminology (Fair and Flexible)
 clearly understood by learners and assessors (covering the who, what, when, where
and how of the assessment situation) (Reliable)
 aligned to the correct AQF level (Valid)
The format of your assessment tools will be dependent on your RTO policy. Provision
is usually made for the following practical requirements:
 learner name
 assessor(s) name
 date of assessment
 unit/cluster code and name
 assessment context / resources required
 procedure/instructions for assessment
 identification of knowledge/skills to be assessed
 outcomes of the assessment





learner feedback
learner signature/date
assessor signature/date
instructions to student and assessor or other evidence gatherer
guidelines for the assessor to assist decision making
533573643
 The State of Queensland (Department of Education and Training), 2009
Page 4 of 5
Topic Content
Introducing Assessment Tools
Reviewing and Trialing assessment tools
Before you use assessment tools it is important that you review and trial them with
relevant stakeholders to confirm validity and reliability and to obtain advice on
fairness and flexibility.
Focus particularly on whether the tools satisfy the needs of learners and the
requirements of the Unit of Competency, if the instructions are clear and if other
assessors can reliably use the tools you have developed.
Stakeholders could include:





trainers
other assessors
a sample group of learners
supervisors / industry representatives
language, literacy and numeracy advisors
You can use information provided by the reviewers to target potential problems with the
tools and highlight areas for improvement. Then of course it is up to you to modify the
tools based on their responses. Depending on the magnitude of the revisions you may
feel it is necessary to go back to the reviewers to seek further feedback.
To demonstrate evidence of continuous improvement it is important to keep a record of
the trial/s including:
 the stakeholders involved
 their recommendations
 the revisions you made
Don’t forget to maintain version control on your tools to ensure you (and other
assessors) use the most current version.
Introducing Assessment Tools
 What is an Assessment Tool?
 What principles / rules apply to Assessment Tools?
 Designing Assessment Tools
533573643
 The State of Queensland (Department of Education and Training), 2009
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