Effective assessment design and development — Unit 3 of the Unisa online assessor training programme for lecturers, emphasises that assessment should be well planned and suggests that assessment guidelines should include the following:
- how the assessment should be conducted
- resources required
- conditions of assessment
- time-limits or deadlines
- how the assessment instruments should be used
- guidelines for mark allocation
- guidelines for using the assessment tool (rubric, checklist, etc)
- how results should be recorded and administered
- how feedback should be given
- time frames for returning marked assessments and feedback
- any other information that assessors need to know
A pilot project, of formalised monitoring of work-integrated learning, is currently been undertaken for four qualifications. The guidelines (Download Guidelines_to_Monitors_-_generic.pdf) for the monitors of work-integrated leaning includes:
- Introduction
- The imperative context Resources required
- How to conduct the monitoring
- Conditions of assessment
- Time constraints and time frame for returning the monitoring report
- How to use the progress assessment instrument
- Feedback to the student and her (his) workplace supervisor (mentor)
- Observations about developments in the field that might in future influence the work-integrated/in vivo learning of the qualification
- Contribute to improving Unisa’s monitoring process
The monitoring instrument (Download Generic_WIL_progress_assessment_instrument.pdf) includes:
- Name of the monitor
- Details of the student
- Details of the student's WIL host/site
- Synopsis of the student's comments about in vivo learning
- Record of progress (exposure areas, projects, portfolio of evidence elements and practica certificates)
- Details of mentor/workplace supervisor
- Summaries of various parts of the formative assessment session
- Monitor's reflection on the session
The thinking behind the design of the instrument is (a) data collection - 1st six bullets above, followed by (b) thoughtful recording, which prepares the monitor for reflexivity (see other post in this regard). The idea is to use the latter for action research purposes.
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