banner

 

Teaching, training and assessment resources > Assessment

Resources on this page are a mix of free and for purchase and are categorised as 'research' or 'focus on practice'. All resources listed are Australian in origin unless otherwise labelled.

 

Click on the following topics to access resources:

What's new in Assessment

  • The usefulness of feedback [article, 2021] [added 19 November 2024]
    Feedback can occur before and after assessment submission but needs to be useful in order for students to improve their subsequent performance. This article draws on survey data from students to explore their experiences of feedback usefulness both before and after assessment submission. A conclusion is that undergraduate students cannot be treated homogeneously, and educators need to attend to the feedback experiences of different student groups as they progress through their programme.
  • Focus on compliance: Spotlight on .... [added 19 February 2024]
    (Source: Australian Skills Quality Authority)
    • Series 2: Assessment validation
      This resource focuses on how to conduct assessment validation and the importance and benefits to your training.
    • Series 3: Assessment
      This resource focuses on ensuring you have a high performing assessment system in place. It features interviews with ASQA and other training providers sharing their skills, knowledge and insights on what works best for them.
  • RTO resources [for purchase] [added 11 December 2023]
    • eSkilled offers RTO training resources with matching SCORM-compliant e-Learning resources, offering built-in e-Learning course packs with narrated audio, interactive elements, and self-marking quizzes.
    • Precision RTO Resources offers over 9,000 training and assessment resources which include learner resources, learning activity booklets, PowerPoint presentations, assessment packs for both assessors and students, observation forms, assessor checklists, and detailed learner resource and assessment mapping.
    • RTO Learning Materials provides training and assessment resources from Certificate I to Graduate Diploma levels. Provides complementary updates for purchased resources, simulated business sites and audit rectification guarantee when applicable.
  • Advanced RPL Credentials [for purchase] [added 27 July 2023]
    (Source: Skills Education)
    This new series of microcredentials produced in conjunction with CatoHR, who wrote the course content, is designed to support advanced professional practice in the design and development of assessment Toolkits for use in Recognition of Prior Learning (RPL). The credentials offer professionals the opportunity to progress their knowledge and skills in RPL processes, benefits, and application through self-paced online courses with mentor support.
    There are two main streams:
    • RPL
    • Developing clustering assessments
      Both of which have options to be undertaken as a:
      • Learn and assess pathway (microcredential)
      • Assessment only pathway (microcredential)
      • Learning Program (no assessment so just mentored PD program

Competency based training and assessment

Free resources

Research

  • Assessing in VET: issues of reliability and validity: review of research [1999]
    (Source: NCVER)
    This review of research reviews both the Australian discussion papers on reliability and validity of competency-based assessment as well as international empirical research in this field. The review discusses two types of competency-based assessment - paper-based objective testing techniques and performance assessments - as well as the implications for validity and reliability of each type of assessment. The review includes guidelines for establishing procedures to enhance reliability and validity.
  • Assessment practices at diploma and advanced diploma levels within training packages [2003]
    (Source: NCVER)
    This report investigates the conduct of assessments at diploma and advanced diploma levels. It highlights differences between four certificate levels and two diploma levels in terms of the competency standards, assessment environment and assessor skills. The research also identifies a number of actions which can improve the quality of assessments at diploma and advanced diploma levels.
  • Assessment reform for the age of artificial intelligence [2023]
    (Source: Tertiary Education Quality and Standards Agency)
    There is considerable expertise, based on evidence, theory and practice, about how to design assessment for a digital world, which includes AI. AI is not new, even if the current iterations of generative AI are. This document draws on this body of knowledge and outlines directions for the future of assessment. It seeks to provide guidance for the sector on ways assessment practices can take advantage of the opportunities, and manage the risks, of AI, specifically generative AI. The guiding principles and propositions outlined here are offered to help inform decision-making and action into the future.
  • Assessor training programs: review of research [1997]
    (Source: NCVER)
    Examines recent studies conducted into the area of assessor training. Issues brought to light include the background and skills required for assessor training, the effectiveness of recent program implementation, and whether assessor training programs are producing competent assessors.
  • Focussing on assessment: strategies for off-the-job teachers and trainers [1995]
    (Source: NCVER)
    A practical book/manual which focuses on the important components of assessment. It has been written to assist teachers and trainers in VET who are delivering training either in formal institutional settings or in training rooms.
  • Teaching, learning and assessment in TVET: the case for an ecology of assessment [2010]
    (Source: NCVER)
    This paper argues that assessment can play a central role in teaching and learning, and selecting an appropriate mix of assessment strategies can satisfy multiple goals of key stakeholders in vocational education and training.

Focus on practice

  • Addressing foundation skills in assessment tools: facilitators guide [2020]
    (Source: iLearn eCollege)
    This guide provides information for facilitators planning to deliver this workshop on 'Addressing Foundation Skills in Vocational Assessment Tools'. The background information is recommended as pre-reading before delivering the session to provide context and background on the focus on foundation skills and current initiatives to address the challenge. This guide is not intended to be prescriptive but rather supportive for experienced facilitators with skill, knowledge and an interest in improving student outcomes by enhancing assessment tools through the use of the Foundation Skills Training Package as a resource.
  • Assessment gap analysis [2017]
    (Source: Education Compliance Validators)
    Lacking content in the assessment tool or methodology can seriously affect the quality of your training, assessment and ultimately the competency outcome of a student. Conducting a gap analysis is one way of ensuring all the holes are fixed and compliance is maintained against the unit and other standards that are to be adhered to.
  • Assessment in the VET sector [2016, 2nd edition]
    (Source: WA Department of Training and Workforce Development)
    This publication provides practitioners and other stakeholders in the vocational education and training sector in Western Australia with information on the processes and practices involved in an assessment system.
  • Australian Core Skills Framework (ACSF) assessment resources
    (Source: Precision Consultancy)
    The ACSF provides a consistent national approach to the identification of language, literacy and numeracy skills requirements in diverse work, training, personal and community contexts, and is a common reference point for describing and discussing performance within the five core skill areas of Learning, Reading, Writing, Oral communication and Numeracy. These validated ACSF assessment tasks are designed to be used by assessors who are experienced LLN practitioners with a sound working knowledge of the ACSF. Workplace trainers who are not experienced LLN practitioners may use the tasks but should seek advice about their judgements from an experienced practitioner.
  • Designing assessment tools for quality outcomes in VET [2013, 4th edition]
    (Source: WA Department of Education and Training)
    This publication is designed to assist trainers and lecturers to design practical assessment tools that inspire confidence in the quality of the evidence that is collected and the judgements that lecturers make on the basis of that evidence.
  • E-assessment guidelines for the VET sector [2011]
    (Source: Australian Flexible Learning Framework; National Quality Council)
    These guidelines are designed to: promote quality e-assessment materials and practices that are consistent with the Australian Quality Training Framework (AQTF); ensure that e-assessment materials are readily accessible across the VET system; and encourage further innovation in the design and deployment of e-assessment materials and systems.
  • Examiner judgement in competency based assessment [webinar, international, 2020]
    (Presenter: Amy Wong, Queen's University Belfast)
    The session explores the consistency of examiners' judgements on the robustness of the decisions made in high-stakes summative competency-based assessment (CBA). Strategies for mitigating inconsistencies are explored. Examples from medical education are used.
  • Fact sheets
    • Assessment [last updated November 2023]
      (Source: Training Accreditation Council, WA)
      An overview of assessment in vocational education and training, this fact sheet outlines aspects of assessment that are specified in the Standards for Registered Training Organisations (RTOs) 2015, as well as suggestions and guidance on how to meet those standards.
    • Assessment validation [last updated November 2023]
      (Source: Training Accreditation Council, WA)
      This fact sheet is designed to give guidance and direction to RTOs in determining that their assessment system is meeting the requirements of the Standards for Registered Training Organisations (RTOs) 2015 for Clause 1.8, and for Clauses 1.9, 1.10 and 1.11. It does not fully address the requirements of Clause 1.25 and Schedule 2 of the Standards for RTOs, which relate to the independent validation of training and assessment qualifications.
    • Using other parties to collect assessment evidence [2016]
      (Source: Australian Quality Standards Authority)
      This factsheet includes a definition of evidence, examples of forms of evidence, when and why might an assessor use other parties to collect evidence, what to consider when using evidence collected by other parties, and details of two case-studies.
  • Guide to developing assessment tools [2015]
    (Source: Australian Quality Standards Authority)
    This guide is designed to assist registered training organisations (RTOs) and their assessors to develop practical assessment tools that: meet the requirements of the Standards for Registered Training Organisations (RTOs) 2015 and deliver skilled graduates who are job ready from day one.
  • Guidance for delivering practical training and assessment in the workplace or under simulation
    (Source: Australian Skills Quality Authority)
    Workplace training, workplace assessment, and workplace simulations are training methods which enable students to develop and demonstrate skills in a real-world setting. To help providers interpret training package requirements and understand where flexibility exists to provide training or assessment in simulated environments, ASQA has developed video guidance, examples, and some top tips.
  • Guidelines for assessing competence in VET [2013, 5th edition]
    (Source: WA Department of Training and Workforce Development)
    These guidelines have been written specifically for registered training organisations (RTOs) and organisations working in partnership with RTOs to provide them with clear and current information on national and state assessment policy and assessment processes. This information applies to training package qualifications and accredited courses with a vocational outcome.
  • Guidelines for developing and using e-assessments with vocational learners: project overview [2019]
    (Source: Ako Aotearoa - National Centre for Tertiary Teaching Excellence, New Zealand)
    A team of vocational educators from three Institutes of Technology or Polytechnics (ITPs) and an iwi-led tertiary partnership have created a set of guidelines that can be used to support the development, implementation and evaluation of e-assessments for learning within vocational education. Seven sub-projects were developed, which implemented e-assessments for learning activities using a range of pedagogical approaches and digital tools.
  • Resources, tools and FAQs
    • good practice guides
    • RPL support for assessors and students
    • training package FAQs
    • teaching and learning resources formerly sold by WestOne Services
  • (Source: WA Department of Training and Workforce Development)
    A range of resources and tools are available to assist VET practitioners, including:
  • Review of the Australian Core Skills Framework and Digital Literacy Skills Framework and relevant assessment tools
    In 2022 the former Department of Education, Skills and Employment commissioned the Australian Council for Educational Research to conduct a review of the Australian Core Skills Framework (ACSF) and the Digital Literacy Skills Framework (DLSF). This report of the review makes recommendations to support the frameworks in meeting identified stakeholder needs.
  • Understanding assessment
    (Source: Australian Skills Quality Authority, 2020)
    This video explains common regulatory questions associated with assessment and features a round-table discussion involving ASQA auditors and VET leaders.
  • Users' guide to the Standards for RTOs 2015, chapter 4: Training and assessment: Clauses 1.8 to 1.12 - Conduct effective assessment [2015]
    (Source: Australian Quality Standards Authority)
    The guide aims to help RTOs make sure their practices deliver a quality experience for every student at each stage of their 'journey' through the VET system.
  • What do you need to know about assessment?: a free guide from Turnitin [UK]
    (Source: Turnitin, 2021)
    NOTE: free registration is required to download the guide
    How can education providers integrate pedagogy with technology, to ensure their assessment framework remains viable and relevant? This e-book covers: how the foundational principles of assessment apply in today's landscape; evaluating different types of assessment and their correlation to learning outcomes; best practices for online and hybrid assessment to maximise student learning; advice for achieving assessment with integrity in any learning environment; and bridging the gap between traditional and online assessment modalities.

Access more items in VOCEDplus

For purchase

These are examples only of commercial producers of training and assessment resources. Inclusion on this list does not signify endorsement by NCVER.

Recognition of prior learning

Overview

'Recognition of prior learning is an assessment process that involves assessment of an individual’s relevant prior learning (including formal, informal and non-formal learning) to determine the credit outcomes of an individual application for credit.'
(Source: Australian Qualifications Framework Council, 2012).

Free resources

Research

  • Assessing and acknowledging learning through non-accredited community adult language, literacy and numeracy programs
    (Source: NCVER, 2008)
    Ways of assessing and acknowledging the range of outcomes in non-accredited community adult language, literacy and numeracy programs are explored in this study. The instruments it tested take account of the diversity of learner needs and motivations. The study highlights that these assessment methods can bring benefits both to the learner and the tutor, especially when they are completed jointly in ways that inform learning plans and aim at building self-confidence.
  • Exploring the recognition of prior learning in Australian VET
    (Source: NCVER, 2020)
    Recognition of prior learning (RPL) in the Australian VET system is the process of assessing someone's relevant prior learning and existing skills to grant formal recognition. RPL is an important mechanism for people with pre-existing skills to gain formal recognition. There are however known issues with RPL, as it can be costly and difficult to offer as a training provider. This new report from NCVER explores the nature of RPL that is taking place in Australia from a variety of dimensions.
  • Making skills transparent: recognising vocational skills acquired through workbased learning [Europe]
    (Source: OECD, 2018)
    This paper looks at the importance of mechanisms that give formal recognition to vocational skills acquired through work-based learning and how such mechanisms might be developed.

Focus on practice

  • Credit and recognition of prior learning
    (Source: Queensland Department of Employment, Small Business and Training)
    Overview and resources credit for previous service or recognition of prior learning relating to an apprenticeship or traineeship.
  • Recognition of prior learning (RPL)
    (Source: Australian Skills Quality Authority)
  • Recognition of prior learning
    (Source: Australian Qualifications Framework)
  • Recognition of prior learning (RPL) and credit transfer within VET courses
    (Source: Education Standards Authority, NSW Government)
    Overview and resources for secondary students to have their previous learning – both formal and informal – count towards Stage 5 (Year 9 or 10) or Stage 6 (HSC) VET courses and AQF VET qualifications.
  • Recognition of prior learning: an assessment resource for VET practitioners [2013]
    (Source: WA Department of Training and Workforce Development)
    This guide provides RTOs with current information on RPL within VET assessment strategies.
  • Recognition of prior learning (RPL): learning package [international]
    (Source: ILO, 2018)
    This learning package on recognition of prior learning (RPL) is directed at a broad and mixed audience, including ILO constituents, senior government officials, employers' and workers' organizations, United Nations (UN) system staff and staff of other multilateral or regional organizations, bilateral agencies, relevant non-governmental organizations, public employment services and private employment agencies, senior officials of education and training institutions and RPL managers, assessors and facilitators. The modular structure (consisting of six learning units) offers improved targeting to different groups of participants. Units can also be used as standalone sessions, depending on the participant group. The learning package provides information, insight and learning through real-life examples from developing and developed countries. It highlights gender diversity and disadvantaged groups. The package is designed to be used in self-organized training sessions to assist the trainers, facilitators and experts involved. It assumes that those involved in its delivery have a sound understanding of RPL, as well as some experience as a facilitator/trainer.
  • Resources, tools and FAQs
    (Source: WA Department of Training and Workforce Development)
    Presents a range of resources and tools to assist VET practitioners, including RPL support for assessors and students:
    • RPL for RTOs and assessors – Frequently asked questions
    • RPL for students – Frequently asked questions
    • RPL template

Access more items in VOCEDplus

For purchase

These are examples only of commercial producers of training and assessment resources. Inclusion on this list does not signify endorsement by NCVER.

  • Compliant Training Resources
    Purchase RPL assessment kits and RPL assessment tools for use in RTOs and TAFEs across Australia.
  • Eduworks Resources
    Eduworks supplies RPL assessment kits that are candidate and assessor friendly so they ease the burden of RPL on all parties. The RPL assessment kits ensure RPL processes are valid and that candidates are assessed against all unit requirements.
  • E-Skills Australia 
    • Recognition of Prior Learning (RPL) Kits
      Provided under licence by E-Skills Australia's group company, Skillworks Australia, comprehensive RPL kits are available for a range of courses/qualifications that include actual RPL assessments. The kit typically contains: RPL context and underlying principles; Pre-training review and context; Candidate information (self-assessment, forms, evidence guide, RPL process, documentation, evidences, application); Assessor information (Competency requirements, pre-training review, interview record, competency conversation, practical tasks, gap training assessment, evidence review); RPL assessment tools; and RPL decision and evidence summary. Kits can also be developed for any desired course/qualification with BSB, FNS, ICT and SIT packages.
  • RTO Training Resources
    RPL Kits are available in courses relating to Automotive, Business, Building and Construction, Food Processing, Information and Communications Technology, Engineering, Hospitality Management, Logistics, and Electrotechnology.
  • Total VET Training Resources
    Purchase RPL assessment kits - each containing RPL Assessment Workbooks, RPL Assessor Guides, RPL Candidate Guides, and an RPL Assessment Mapping Tool.
    Kits are available for the following courses:
    • BSB41415 Certificate IV in Work Health and Safety
    • CHC33015 Certificate III in Individual Support
  • Velg Training assessment resources [added 20 February 2024]
  • Velg Training assessment webinars [added 20 February 2024]
  • vetr
    • Assessment Tools Templates Pack
      The Assessment Tools Templates Pack is designed to assist VET Providers in developing and implementing robust assessment tools and practices in line with the VET regulatory framework.
    • RPL Essentials
      Cover the basics of recognition of prior learning in this short video micro learning update on RPL concepts and practices in the Australian VET sector. Key tips to ensure your organisation has a robust and scalable recognition approach.

Portfolios and e-portfolios

Free resources

Research

  • Portfolio assessment in vocational education: the assessor's view [journal article, 1998]
    (Source: Zita M. Wagner, Australian Journal of Teacher Education, vol. 23, no. 2)
    The portfolio has much to offer in terms of involving vocational education students in the assessment process and in documenting their achievements. From the assessor's point of view, the use of portfolios raises issues of reliability, the time consuming nature of assessment, objectivity and authenticity of the work. In this paper, 24 Australian vocational educators and trainers from a range of teaching areas discuss portfolio assessments from an assessor's perspective. Issues covered are: advantages and disadvantages; how to determine sufficiency of evidence and authenticity of the work; and recommendations for the successful use of portfolios in vocational education, including the skills educators and trainers need to assess portfolios.

Focus on practice

  • Assessing with ePortfolios
    (Source: UNSW)
    Although produced by a university, this website provides useful information on what e-portfolios are, when to use them, the benefits, the challenges and relevant strategies.
  • Assessment: portfolio [2009, Hong Kong]
    (Source: C. Chan, Assessment Resources@HKU, University of Hong Kong)
    This resource covers:
    • What is a portfolio?
    • Structure of portfolio assessment
    • Advantages of portfolio
    • Disadvantages of portfolio
    • How to design a good portfolio assessment
    • Marking rubrics
  • Australia ePortfolio Project [2010]
    The Australia ePortfolio Project was funded by the Australian Federal Government Office of Learning and Teaching (OLT later ALTC) in three stages concluding in 2010. This website presents all resources associated with the research project.
  • ePortfolios Australia
    A professional network which aims to support the use of e-portfolios in Australia and beyond through professional development activities and the sharing of resources, ideas and practice.
  • ePortfolios explained: theory and practice [Canada]
    (Source: University of Waterloo, Canada)
    This resource describes what ePortfolios are, looks at the learning theory behind ePortfolios, as well as types of ePortfolios, best practices for instructors, and assessment of ePortfolios.
  • International Journal of ePortfolio
    A free, peer-reviewed journal that publishes twice a year.
  • Learning e-portfolio [2018]
    (Source: Edutech wiki)
    Contents include:
    • Definition
    • Why e-portfolios?
    • Types and stages of portfolios
    • History of web-based e-portfolios
    • Assessment and evaluation of an electronic portfolio
    • Software and standards
  • The e-portfolio implementation toolkit [2012]
    (Source: JISC, UK)
    This toolkit is designed to support those involved in the implementation of e-portfolios in higher (HE) and further education (FE) and work-based learning: practitioners planning to use e-portfolios in curriculum design and middle and senior managers addressing strategy and policy issues and challenges relating to the introduction of technologies for learning.  It provides an implementation model and guidance.

Access more items in VOCEDplus

Work placements

Free resources

Focus on practice

Access more items in VOCEDplus

For purchase

These are examples only of commercially available products. Inclusion on this list does not signify endorsement by NCVER.

Related VOCEDplus resources