The following was written a decade ago:
The use of e-assessment is increasing rapidly in the VET sector in Australia. Recent national benchmarking surveys revealed that over 40 per cent of RTOs and more than 60 per cent of teachers and trainers are using some form of e-assessment. E-assessment is the use of information technology for any assessment-related activity. [1]
These words come from a research report titled, ‘E-assessment guidelines for the VET sector’. It was produced on behalf of the National Quality Council and the Australian Flexible Learning Framework with funding provided through the Australian Government Department of Education, Employment and Workplace Relations and state and territory governments.
Application of e-assessment
This document used the elements of the TAEASS402A Assess competence unit of competency to identify the application of technology. [2] It should be noted that the current TAEASS402 unit supersedes and is deemed equivalent to the TAEASS402B unit, and TAEASS402B unit supersedes and was deemed equivalent to the TAEASS402A units.
Therefore, the nexus between the skills of an assessor conducting assessment and the use of technology was established more than 10 years ago.
Compliance with the principles of assessment
The ‘E-assessment guidelines for the VET sector’ explains how e-assessment can comply with the principles of assessment. [3]
Compliance with the rules of evidence
The ‘E-assessment guidelines for the VET sector’ explains how e-assessment can comply with the rules for evidence. [4]
Candidate authentication and security
The ‘E-assessment guidelines for the VET sector’ explores how e-assessment must provide for candidate authentication and the security of both the assessment process and assessment data. [5]
In conclusion
What’s happened in the ten years since the ‘E-assessment guidelines for the VET sector’ was published?
- More RTOs use technology to support their assessment processes and activities
- Most trainers and TAFE teachers have used some form of e-assessment
- Technology has become more accessible and intuitive to use
- The use of an LMS has become ubiquitous.
The ‘e’ in e-assessment no longer stands for ‘electronic’, instead it has become to stand for ‘everyday’ (or ‘everywhere’).
The Education IRC wants to implement a new TAEASS404 Conduct e-assessment of competence unit of competency. This new unit duplicates what is adequately covered the the current TAEASS402 Assess competence unit of competency. As an example, the following table illustrates the similarity by comparing performance criteria.
If you would like to view the complete mapping of performance criteria, please refer to pages 33 to 37 in following document:
Do you think that a duplicate unit of competency is needed?
Using technology to support assessment processes and activities is not new. The current TAE Training Package released in 2016, and the previous TAE10 Training Package, have been developed with consideration of technology being used when conducting assessments. The only difference between now and ten years ago is that technology has generally become easier to learn and use. Technology is a foundation skill required to be an assessor but I do not believe we need to develop and implement a duplicate unit of competency.
Do you think that the Education IRC should scrap their idea of implementing the proposed TAEASS404 Conduct e-assessment of competence unit of competency?
References
[1] Australian Flexible Learning Framework and National Quality Council, E-assessment guidelines for the VET sector (page 3), 2011
[2] Australian Flexible Learning Framework and National Quality Council, E-assessment guidelines for the VET sector (pages 7 to 10), 2011
[3] Australian Flexible Learning Framework and National Quality Council, E-assessment guidelines for the VET sector (pages 19), 2011
[4] Australian Flexible Learning Framework and National Quality Council, E-assessment guidelines for the VET sector (pages 23 to 25), 2011
[5] Australian Flexible Learning Framework and National Quality Council, E-assessment guidelines for the VET sector (pages 21 and 22), 2011
On Target Work Skills 