Notifying All Parties

The importance of notifying all parties involved in the assessment in good time about your plan and assessment schedule.

There are many different role-players in the outcomes-based learning arena. As the skills development process becomes more established and is rolled out to a larger audience, more role-players and stakeholders enter the arena. It now becomes very important that everybody fulfils their function with the same understanding of the process.

It is also very important to understand what each person’s duties and responsibilities are in terms of the process.

It is important to note that more than one role is sometimes fulfilled by one person. For example, a material developer might also fulfil the role of assessor or moderator, or the programme developer might also fulfil the role of facilitator. But it is important to remember that in order to have high integrity in the process of quality assurance that it is preferable for different people to follow on in the different roles and responsibilities in the chain of delivery.

In order to understand the design of the assessment instruments, it is important to approach the process holistically. One must understand where assessment fits into the process, the frameworks and conventions of the assessment process and when to apply which format. One has to pay special attention in order to avoid pitfalls and to ensure that the intent of the assessment is communicated clearly to those who have to use it. Lastly, one has to ensure that the assessment instrument is reliable and fair, and actually measures what it is supposed to measure – the outcomes of the unit standard in question.

Lecturer Broadcast:  Click here to view an explanation on the importance of notifying all parties involved in the assessment process.

Ensuring that all Parties Involved in Assessment are Ready for Assessment

It is recommended that the assessor has recorded agreements from all parties involved with the assessment that assessment will take place on an agreed date, at an agreed time, and venue and that those role-players whose presence are required, will be present and aware of their function at the assessment.

Explaining and Clarifying the Goals and Details of Assessment to the Learner

Unlike with other assessment methods, outcomes-based assessment involves the learner in the process and does not try to “catch the learner out”. Although the learner need not be handed an exact copy of the assessment which he/she will have to complete in preparation, the learner can be prepared by telling the learner:

• What assessment instruments will be used (e.g. “you have to be observed in the workplace”),
• Giving the learner a guideline of the evidence that he/she has to produce during assessment. Self-assessment checklists come in very handy.

Example: Script for learners. Please prepare yourself according to the following self-assessment for a summative assessment and indicate where you need assistance from the assessor:

Clarifying Everyone’s Expectations

If the learner understands what he/she expects from the assessment and what the assessor expects in return, no unrealistic or unfair circumstances are created. You can ask the learner to describe to you:

• Why do you want to be assessed in this?
• What do you want to achieve by this assessment?
• What do you want to happen when this assessment is complete?

Assigning Clear Roles and Responsibilities

Here follows a list of all the role-players and their functions in the programme delivery and assessment: